TIPOS DE TEXTOS1

Desde que se inventó la imprenta, la lectura de textos escritos se ha incrementado

vertiginosamente debido a que a través de ella se puede tener un gran cúmulo de
información al alcance de la mano. En tiempos modernos, esta realidad va en ascenso
por la facilidad de imprimir libros a grandes escalas. Esta característica ha dado como
resultado una riqueza de conocimientos, expresado de diferentes formas llevando a la
diversificación de la palabra escrita. Esto quiere decir entonces que existen varios tipos
de textos según lo que se quiere expresar. El conocer estos tipos de textos,
conjuntamente con los elementos semántico-gramaticales, puede ayudarnos a la mejor
comprensión de los textos escritos en inglés.
A saber, hay cinco tipos de textos: Descriptivo, instruccional, argumentativo,
expositivo y narrativo. A continuación se dará una breve explicación de cada uno de
ellos, mencionando sus características más resaltantes, con ejemplos.

TEXTOS DESCRIPTIVOS

Los textos descriptivos son muy comunes cuando se pretende presentar

detalladamente las características de una persona, cosa, fenómeno o actividad en forma
escrita. Su función principal es exponer al lector a que conozca los pormenores de lo que
ocurre o ocurrió (cuando se trata de fenómenos o acciones) y así pueda este hacerse a
una idea de lo acaecido o conocer como es cierta persona, ciudad, país o cosa en
particular. A continuación se proporciona un diagrama con sus características más
resaltantes.
CARACTERÍSTICAS DEL
TEXTO DESCRIPTIVO

USA LOS DETALLES PARA

DAR A CONOCER LA
INFORMACIÓN

USA UNA GRAN

CANTIDAD DE ADJETIVOS.
ALGUNAS VECES SE VALE
DEL USO DE GRÁFICOS O
CUADROS
COMPARATIVOS PARA
COMPLEMENTAR LO
DICHO.
PUEDE USAR LAS
PREPOSICIONES DE
LUGAR TALES COMO: ON,
OVER, ABOVE, IN, UNDER,
IN FRONT OF. BETWEEN,
ETC.

Ejemplo de texto descriptivo:

1
Material y ejercicios en contexto realizados por Prof. Pedro J. Alvarado A., CUFT
 Jews believe in one God, who is the creator of the universe. They believe that God has a
special relationship with the Jewish people and that they are protected by him. Jews are
very religious people and as Christians, think God is almighty and omniscient. They are
waiting for the Messiah, the son of God, who is a powerful being that will one day visit
the Earth and bring peace to the whole world. Today, Judaism has about 12 million
followers.

En este corto texto nos podemos dar cuenta que está describiendo al pueblo judío y
dando sus principales características como pueblo religioso. Se puede notar el uso de
adjetivos, tales como: special (especial), religious (religioso), almighty (todopoderoso),
omniscient (omnisciente) powerful (poderoso).

TEXTOS INSTRUCCIONALES

También conocido como regulativos, cumplen la función de guiar al lector, a través de

pasos o etapas, en la forma como actuar en sociedad (si es un reglamento) o como
seguir paso a paso una tarea tal como el uso de un dispositivo. Entonces su función es
controlar al lector para que siga instrucciones. Son textos instruccionales los manuales
de artefactos eléctricos, los reglamentos y leyes, los manuales de cocina entre otros. Sus
características más resaltantes son como sigue:

CARACTERÍSTICAS DEL TEXTO

INSTRUCCIONAL

USA VERBOS EN IMPERATIVO

PARA INTRODUCIR LA
INSTRUCCIÓN A DAR.

PUEDE VALERSE DEL USO DE

NUMERALES, LETRAS, VIÑETAS,
GUIONES U OTRO TIPO DE
SÍMBOLO PARA INTRODUCIR
LOS PASOS.

PUEDE USAR EL CONDICIONAL

PARA INTRODUCIR EL TEMA O
POSIBLES COMPLICACIONES EN
EL PROCESO.

Ejemplo de texto instruccional:

If you want to make a phone call, follow these steps:
1. Take the auricular and wait for the tone.
2. Dial the number.
3. Make sure that the phone is properly ringing and wait for an answer.
4. When finished the conversation, hang up the auricular and that’s all.
En el texto dado, se observa que cumple con las características de los textos
instruccionales: El uso de la voz imperativa, como por ejemplo follow (sigue), take
(toma), dial (marca o disca), make sure (asegúrate) y hang up (cuelga). También el uso
de numerales (1, 2, 3, 4) y el uso del condicional (if you want).

TEXTOS ARGUMENTATIVOS

Son textos que consisten en proponer ideas u opiniones donde se pone de manifiesto
el punto de vista del autor. Por lo tanto, el autor interviene directamente dando sus
argumentos u opiniones, ya sea en pro o en contra sobre el tema en discusión. Entre los
textos argumentativos tenemos los ensayos, trabajos de investigación sustentados,
entre otros. A continuación se dan las características más resaltantes.
CARACTERÍSTICAS DEL TEXTO
ARGUMENTATIVO

SE RECONOCE POR EL USO DE

FRASES COMO: I THINK, SHE
ARGUES, THEY STATES, WE BELIEVE,
HE CLAIMS ETC.

EN ALGUNOS CASOS, SUSTENTAN

SUS ARGUMENTOS CITANDO OTROS
AUTORES. EJEMPLO: LEANDRA
SANCHEZ (2011) STATES THAT…

USA ADJETIVOS PARA CALIFICAR LAS

OPINIONES EN PRO O EN CONTRA
DEL TEMA DISCUTIDO. EJEMPLO: I
THINK THAT IT IS INCREDIBLE….IT IS
UNACCEPTABLE TO THINK…

Ejemplo de texto argumentativo.

Computers are very useful machines because they simplify a lot of work that without
them would be an impossible task. But in my opinion, a lot of people are taking them to
the extreme. Some teenagers, for example, are obsessed about them. The first thing
they do after getting up in the morning is going straight to the PC. They can be there for
all day long, stopping only at meal times. Some not even remember to go to eat. This
problem has increased, especially in teens that have finished their secondary studies. I
think parents have to put restrictions in the use of those devices in order to prevent
them to be less dependent on them (or less obsessed).

Este texto deja en claro que es un texto argumentativo. Tiene dos frases claras: In my
opinión (en mi opinión) y I think (yo creo) y adjetivos: extreme (extremo) useful (útil).
 EJERCICIOS EN CONTEXTO SOBRE TEXTOS DESCRIPTIVO, ARGUMENTATIVO E
INSTRUCCIONAL

Lee los tres textos proporcionados y realiza las actividades propuestas abajo.

1. In 1993 the Bradey Bill became a law. It placed a five day waiting period on the
purchase of a handgun. The reason for the wait is to make sure no criminals or mentally
disturbed people purchase handguns. Did that really solve any of the problems? I don't
think so. The law only prevented 45,000 people from getting guns. That number doesn't
even compare to the number of deaths caused by handguns. If they want to stop the
amount of killings enforce gun education and enforce stricter punishment on murders.
The media also plays a part in gun control. If the news says something is bad or
wrong people take their side and views. Rhino Bullets were banned that way. What the
bullets were capable of is being able to pierce bullet-proof armor. What people didn't
hear was that it was for law enforcement officers and licensed dealers. The bullets got
banned because of lack of information because it was going to be used for the good of
the people.
This text has been taken from: http://www.123helpme.com/view.asp?id=17404 (an extract)

2. MG Rover intends to launch a new car this autumn: the CityRover. The car will not,
however, be made in the UK, but it will be built for Rover in Poona, India, by the giant
Tata conglomerate. The design is based on the Tata Indica, a model which has been
common in Asia for a long time. It will be a rival to small models like Ford’s Ka and the
Fiat Seicento.
The decision to build abroad may surprise many since Rover, one of the UK’s most
famous car firms, has always been thought of as a traditional manufacturer. This is a
move designed to keep costs under control and to help profitability.
The CityRover will be the company’s first small car since the discontinued Metro. It will
be competitively-priced at around £6,500—£8,500 (€9,200—€12,000) in the UK, so
should represent good value for money. It has a sales target of between 30,000 and
40,000 a year.
Among the car’s many selling points are a 1.4 litre engine offering a high level of
performance for a small car. For use in the city, the car is designed to be easy to
manoeuvre. Five doors make it an attractive buy.
Management hope the new CityRover will help make the future more for the company
in what is a competitive market.
This text has been taken from: www.businessenglishonline.net.

3. "Installing over a previous version of SPSS (Statistical Package for Social Sciences). It is
best to install SPSS in a new directory or to delete all files in the SPSS directory before
installing (unless you have user files in that location). If you install over an older version
of SPSS for Windows, a few files that are not used in SPSS 6.1 will remain in the SPSS
directory.
A complete installation of the system adds six new icons to the SPSS Program
Manager group. No attempt is made to remove older SPSS icons from the group as it is
possible to have two versions installed on the same PC. Remove the old set of icons if
they are no longer needed.
If you have an older version of another 32-bit Windows application, you have an obsolete
version of win32s installed. The Microsoft win32s installation, which is run as part of installing
SPSS, may not update this to the newer version (...).
SPSS can become unstable under unusually low memory conditions. This can be remedied on
most systems by increasing the physical RAM on the machine or by enlarging the size of
Windows' swap file if permanent. If the amount of free memory in the first 640k is low, SPSS may
sometimes have trouble starting in Windows, especially if other large applications are already
loaded. Check low memory with the DOS mem command. (...) If SPSS runs out of disk space
while a procedure is inserting high
resolution charts (...), it will warn you that it is out of disk space and can only produce low
resolution charts. However, all previously produced high resolution charts will be lost (...)"
This text has been taken from: http://www.123helpme.com/view.asp?id=17404

1. ¿Cuál es el título de cada texto? Coloca el número del texto en el espacio dado.
a. Rover’s New City Car: Made in India ______________
b. The installing program of SPSS 6.1 for Windows _____________
c. Gun control is a bad thing ____________

2. ¿ Qué tipo de textos son cada uno? Escríbelas en los espacios según el número del
texto.
(1) _____________________________________,
(2) _____________________________________,
(3)______________________________________

3. ¿Qué palabras te llevaron a tal conclusión? Escríbelas en los espacios según el número
del texto.

(1)______________________________________________________________________
________________________________________________________________________
________________________________________________________________________

(2)______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(3)______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ¿Qué pretende comunicar el autor del primer texto?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. ¿Qué pretende comunicar el autor del segundo texto?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. ¿Qué pretende comunicar el autor del tercer texto?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6. Traduce las siguientes palabras según el contexto del texto 2.

a. became _________________ g. handguns _______________

b. dealers. _________________ h. purchase _______________
c. Wrong __________________ i. Law ____________________
d. Says ____________________ j. Was ____________________
e. punishment ______________ k. Secure _________________
f. amount __________________ l. fiercely _________________

7. Parea las siguientes palabras del texto 3 con sus respectivos sinónimos o antónimos

1. adds ___leave 6. run ___required

2. remain ___director 7. needed ___liberated

3. few ___partial 8. free ___beforehand

4. Manager ___attaches 9. trouble ___walk

5. complete ___not many 10. previously ___solution

8. Contesta las siguientes preguntas de comprensión sobre el texto 1.

8.1. ¿Cuándo se puso en vigencia la ley de Bradey Bill?

______________________________________________________________________________

8.2. ¿En qué consiste esa ley?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8.3. ¿A cuántas personas prohíbe la ley el porte de armas?
________________________________________________________________________

8.4. ¿Qué piensa el autor sobre esa prohibición?

________________________________________________________________________
________________________________________________________________________

TEXTOS EXPOSITIVOS

Los textos expositivos son aquellos que utilizan el resumen o síntesis para presentar
una gran cantidad de contenido. Generalmente, presentan la información en partes o
subpartes. La información es presentada en forma concreta y sin ahondar en el tema. En
el esquema siguiente se dan sus características principales.

UTILIZA EL RESUMEN COMO CARÁCTERÍSTICA

PRINCIPAL. PUEDE DIVIDIRSE EN
INTRODUCCIÓN, DESARROLLO Y CONCLUSIÓN

CARACTERÍSTICAS DEL
TEXTO EXPOSITIVO
SE PUEDE VALER DE ESQUEMAS,
ORGANIGRAMAS, MAPAS DE CONCEPTOS PARA
PRESENTAR LA INFORMACIÓN. O DIVIDE LA
INFORMACIÓN EN SUBPARTES.

Ejemplo de texto expositivo:

MANAGEMENT
ACCOUNTING IN ASIA
Akira Nishimura, Kyushu Sangyo University; Roger Willett, Queensland University of
Technology
This book describes and analyzes the nature of management accounting practices in
several Asian countries. It addresses an important gap in accounting literature as there
are few accessible published information about management accounting in Asia. Both
theoretical and empirical studies are included in this book. It discusses the impact of
Japanese management accounting practices and the development of management
accounting in China. There are also surveys of management accounting practices in
Malaysia, Singapore, and Thailand, together with case studies from Japan and China. The
book clearly identifies the features of management accounting in Asia and compares it to
those of the West. This book would be of interest to researchers, practitioners and
university students interested in the current state of management accounting practices in
Asia.
7
CONTENTS: 1. Strategic Management and Contemporary Management Accounting. 2.
Management Accounting Practices of Japanese Affiliates in Singapore, Malaysia, and
Thailand. 3. Management Accounting Practices in Singapore. 4. Management Accounting
Practices in Malaysia. 5.Management Accounting Practices in Thailand. 6. Development
of Managerial Accounting in China. 7. Responsibility Cost Control Systems in China: A
Case Study. 8. International Management Accounting Practices of Japanese Enterprises
in the Electronics Industry: A Case Study of Sharp Corporation 9.The Effects of Wages
Compensation Structures as Monitoring Systems on the Agency Costs and Firm Value. 10.
Fundamental Features and Perspectives of Management Accounting in Asia.
©2005, 284pp, Paperback, ISBN-10: 9812545352, ISBN-13: 9789812545350, Cengage
Learning Asia
Extracto tomado de CENGAGE LEARNING ASIA SECTIONAL CATALOG 2009 – 2010

En el texto se puede ver con claridad que es un resumen del contenido de todo un libro
de texto. En el se resaltan las características más atractivas para llamar la atención del
lector. Se divide en descripción general y contenido del libro.

TEXTOS NARRATIVOS

Los textos narrativos relatan en forma ordenada, coherente y cronológicamente

hechos o eventos sobre personas, ciudades y otro tipo de tópico que pueden ser
narrados. Entre los textos narrativos tenemos las biografías, las autobiografías, los
cuentos, y las fábulas. Sus características se presentan en el siguiente diagrama.

UTILIZA EL PASADO COMO TIEMPO VERBAL

POR DEFECTO O PREDOMINANTE.

PRESENTA LOS HECHOS SECUENCIAL Y

COHERENTEMENTE.
CARACTERÍSTICAS DEL
TEXTO NARRATIVO
CUANDO PRESENTA FECHAS, LO HACE EN
FORMA CRONOLÓGICA.

USO FRECUENTE DE CONECTORES QUE

INDICAN SECUENCIA TEMPORAL TALES COMO:
WHEN, MEANWHILE, THEN, AS SOON AS,
AFTER, LATER, AT THE END, ETC.

8
Ejemplo de texto narrativo:

Notting Hill Carnival, London

From the early 1950s, Trinidadian immigrants in London used to meet in pubs to enjoy
the sounds of jazz and calypso. In 1964, this turned into a tiny street party in the Notting
Hill Gate district and the carnival was born. In the mid-1970s, many other local West
Indian communities joined in and by the 1980s it had become the second largest carnival
in the world.
The Carnival takes place at the end of August each year and has about a million
visitors. The streets are full of sound systems and DJs, colourful processions and costumes
and people dance and party all night.

This text has been taken from www.reward-english.net. Copyright © Macmillan Publishers Ltd. 2003

Este texto presenta en forma clara una pequeña historia sobre el carnaval de Notting
Hill, su evolución hasta convertirse en la segunda fiesta más importante de carnaval del
mundo. Proporciona algunas fechas en forma cronológica.

EJERCICIOS EN CONTEXTO SOBRE TEXTOS EXPOSITIVOS Y NARRATIVOS

1. El título del primer texto que vas a leer es “CASES IN COST MANAGEMENT, 3 Edition, A
Strategic Emphasis”. En base al título, infiere de qué se trata el texto. Escribe tus
impresiones aquí.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. El segundo texto tiene como título “The Story of Independence Day of the USA”.
¿Qué puedes inferior de este texto? Escribe tus ideas aquí.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Ahora haz una lectura rápida de los mismos y comprueba si tus inferencias estuvieron
acertadas.

1. CASES IN COST MANAGEMENT, 3 Edition

A Strategic Emphasis
John K. Shank, Amos Tuck School/Dartmouth College

Designed to augment managerial and cost accounting study, Cases in Cost

Management develops the ability to apply cost analysis to decision-making situations.
Thoroughly tested and proven highly effective, the cases provide a challenging yet fun
problem that helps build skills with managerial accounting techniques. Based on real-
world issues, the cases give the opportunity to analyze the situation, decide which
accounting concept is most appropriate, and apply the concept as you would as a
manager of a firm.

FEATURES:
• New Cases: Seven new cases have been added to this edition and many former cases
have been revised or updated to make them even more interesting and effective.
• Numerical Questions: Each case includes specific numerical questions to challenge and
help develop calculating skill.
• Proven Cases: Thirty-five proven cases help develop the ability to apply the concepts of
managerial cost analysis in strategic decision-making and give particular attention to
such topics as ABC, ABM, Value Chain, and Target Cost.
• Comprehensive Teaching Notes: Instructor materials include an overview of the case, a
teaching plan including strategies for using the case in different course types, and full
calculations for all questions.

CONTENTS:
1. Ajax Petroleum. 2. Allied Office Products. 3. Arctic Insulation. 4. Baldwin Bicycles. 5.
Berkshire Threaded Fasteners. 6. Booker Jones. 7. Boston Creamery. 8. Bridgewater
Castings. 9. Brunswick Plastics. 10. California Products. 11. Chalice Wines. 12. Dairy Pak.
13. Dansk Minox. 14. Cases in Applying EVC: Micromini Computer and Acme Fasteners.
15. Forbes and White. 16. Graham Inc. 17. Jones Ironworks. 18. Kinkead Equipment. 19.
Levi’s Personal Pair. 20. M-L Fasteners. 21. Mavis Machine Shop. 22. Montclair-The APL
Line. 23. Montclair-The “Deep Color” Grades. 24. OSRAM, North America. 25. Peterson
Pottery. 26. RC Blake Co. 27. Reichard Machinen. 28. Ringo Rag Company. 29. Skyview

10
Manor. 30. Sloan Styles. 31. Societe Bonlieu. 32. Tashtego. 33. Tijuana Bronze Machining
(TBM). 34. Unitron. 35. Wellington Chemicals.
©2006, 250pp, Softcover, ISBN-10: 0324311168, ISBn-13: 9780324311167, South-
Western
Extracto tomado de CENGAGE LEARNING ASIA SECTIONAL CATALOG 2009 – 2010

2. The Story of Independence Day of the USA

In 1607, English settlers first arrived in America. They had left England to escape
religious persecution and to find a better life, but they soon found themselves under
British rule once again. As they had no representation in England and no say in how they
were governed, the colonists fought for independence for many years. The turning point
came in 1767 when the British government placed a tax on all the tea entering America.
Protests grew and, in 1773, a number of colonists boarded English merchant ships and
threw 300 chests of tea into Boston Harbour. This became known as the Boston Tea Party
and the first steps on the road to freedom had been taken.
In 1776, a formal declaration of independence from Britain was composed and on July
4th a vote was taken. Nine of the thirteen colonies voted in favour and the Declaration of
Independence was signed in Philadelphia, Pennsylvania. The War of Independence had
begun. The Commander in Chief of the American Army at the time was George
Washington. He led his people to freedom from the British eight years later and went on
to become America’s first president in 1789.

This text has been taken from www.reward-english.net. Copyright © Macmillan Publishers Ltd. 2003

4. De acuerdo a lo leído, ¿Qué tipo de texto será cada uno? Escríbelas en los espacios
según el número del texto.

(1) _____________________________________
(2) _____________________________________

5. ¿Qué finalidad cumple el primero y segundo texto? Escríbelas en los espacios según el
número del texto.

(1)______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2)______________________________________________________________________
________________________________________________________________________

11
________________________________________________________________________
________________________________________________________________________

6. ¿Qué palabras te llevaron a tal conclusión? Escríbelas en los espacios según el número
del texto.

(1)______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2)______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. Cuál es la idea principal de cada texto. Marca con un círculo la más apropiada.

Texto 1:
a. Designed to augment managerial and cost accounting study, Cases in Cost
Management develops the ability to apply cost analysis to decision-making situations.
b. Based on real-world issues, the cases give the opportunity to analyze the situation,
decide which accounting concept is most appropriate, and apply the concept as you
would as a manager of a firm.
c. Numerical Questions: Each case includes specific numerical questions to challenge and
help develop calculating skill.

Texto 2:

a. In 1607, English settlers first arrived in America.

b. The turning point came in 1767 when the British government placed a tax on all the
tea entering America
c. He led his people to freedom from the British eight years later and went on to become
America’s first president in 1789.

6. Traduce las siguientes palabras según el contexto del texto 1.

a. accounting _________________ g. manager ________________

b. proven_____________________ h. added __________________
c. Management _______________ i. develop_________________
d. provide ____________________ j. strategic ________________
e. give _______________________ k. Comprehensive _________
f. appropriate ________________ l. types ___________________
12
7. Parea las siguientes palabras del texto 2 con sus respectivos sinónimos o antónimos

1. arrived ___run away 6. in favour ___boss

2. escape ___freedom 7. begun ___continued

3. rule ___informal 8. Chief ___started

4. independence ___left 9. went on ___coming in

5. formal ___govern 10. entering ___against

8. Ahora haz una lectura más detallada del texto y lee las siguientes oraciones. Coloca en
el espacio proveído una V si son verdaderas o una F si son falsas. De ser falsas, justifique
por qué.

8.1. El libro “Cases in Cost Management” desarrolla la destreza de discernir el análisis de

costo._________
¿Por qué?:_______________________________________________________________
________________________________________________________________________
________________________________________________________________________

8.2. Metódicamente probado, los casos proveen un divertido y con retos que ayudan a
construir destrezas con técnicas de contaduría de administración. _________
¿Por qué?:_______________________________________________________________
________________________________________________________________________
________________________________________________________________________

8.3. Cada caso no se incluye preguntas específicas numeradas lo que no lo hace un reto
para ayudar a desarrollar la destreza de calcular. _________
¿Por qué?:_______________________________________________________________
________________________________________________________________________
________________________________________________________________________

8.4. Hay treinta y cinco casos probados que ayudan a desarrollar la habilidad para aplicar
los conceptos de análisis de costos de administración en toma de decisiones
estratégicas.__________
¿Por qué?:_______________________________________________________________
________________________________________________________________________
________________________________________________________________________
8.5. Nueve casos nuevos se agregaron a esta edición .________
¿Por qué?:_______________________________________________________________
________________________________________________________________________
________________________________________________________________________

EJERCICIOS EXTRAS SOBRE TIPOS DE TEXTO

LECTURA 12

1. Lee el título del texto que presentamos en las páginas siguientes con el fin
de hacer predicciones acerca del contenido y activar tu conocimiento previo
antes de comenzar a leer.

2. Ahora, ESCRIBE EN ESPAÑOL todas las hipótesis que puedas formularte

sobre el contenido del texto, utilizando para ello el espacio que encontrarás
a continuación.

3. Después de haber realizado la actividad número 1, lee el texto por primera

vez y marca una “X” en la alternativa que consideres correcta.

El propósito del texto es:

______ a) narrar un acontecimiento

______ b) dar instrucciones
______ c) proporcionar argumentos para sustentar una opinión

4. Justifica en español tu respuesta a la actividad anterior

5. Subraya en el texto y copia a continuación todos los verbos que indican el

comienzo de una instrucción o un paso a seguir.

HOW TO SAVE A LIFE

2
Ejercicios apoyados en trabajo de Carmen Brioli y Javier García. UCV. Textos de lectura cambiados.

14
 Here are some instructions for resuscitation, or artificial respiration- helping
someone starts breathing again when they have stopped. Read the instructions,
stopping as often as you want. Feel free to read them more than once.

HOW TO CARRY OUT RESUSCITATION

Mouth-to-mouth resuscitation is the easiest form of artificial respiration for the
layman to apply and should be used in almost all circumstances except when
there is severe injury to the face and mouth, when the casualty is pinned in a face-
down position, or if vomiting occurs as breathing is re-established and interferes
with resuscitation.

If a casualty is not breathing:

a. Make sure the air passages are not obstructed. Pull the head firmly back as far as
it will go, bringing the lower jaw upward and forward until the front teeth meet. In
this position the tongue cannot fall back and block the throat. Remove any solid or
fluid blockage, scooping it out with the fingers if necessary and blotting up blood
or vomit from the mouth with a handkerchief or tissue. This may be sufficient to
restart breathing. This is a vital step, as without clearing the air passage is no point
going on to the next stage.
b. Cover the patient’s mouth with yours and pinch the nose to keep it closed. Blow.
Watch the patient’s chest for movement. Remove your mouth, inhale, replace
your mouth and blow again. Expel air deeply and slowly. Make sure that you have
an airtight seal so that air does not escape as you blow.
c. If the chest does not rise and fall, check to make sure that the head position is
correct. With babies and young children cover both nose and mouth with your
mouth. If you do not relish such close contact with the patient, place a clean
handkerchief over the casualty’s (nose and) mouth and breathe through it.

Ahora deberás proceder a marcar la alternativa correcta.

6. Los verbos que identificaste en la actividad anterior

______ a) tiempo presente simple
______ b) tiempo pasado
______ c) modo imperativo

7. Podríamos afirmar entonces que en los textos donde se dan instrucciones

generalmente predominan los verbos en _______

15
 8. Lee nuevamente el texto y escribe en español los pasos a seguir para llevar a
cabo el método expuesto

9. Contesta en español las siguientes preguntas:

- ¿En qué caso hay que asegurarse que la cabeza de la víctima está en la
posición correcta?
- ¿En qué parte del texto está ubicada la oración que te permitió responder la
pregunta anterior?
- ¿Qué parte de esa oración utilizaste?

LECTURA 2

1.- El título del texto que aparece en la página siguiente es “Does early education
serve any purpose?”

En base a este título, realiza predicciones acerca del contenido del texto y
escríbelas en español
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.- Ahora, realiza una lectura global del texto con dos propósitos:

2.1. Para verificar la veracidad de tus predicciones.

2.2. Para determinar el tipo de texto de que se trata.

2.3 Después de haber leído el texto por primera vez dirías que es un texto del tipo:

_______ a) Instruccional
_______ b) Argumentativo
_______ c) Descriptivo
_______ d) Narrativo

16
 Does early education serve any purpose?

An expert on Piagetian theories (pp. 336, 364), David Elkind (1971, pp. 22-
24), takes a conservative position in the passage reproduced below. The proper
question to hold in mind is: What evidence would refute his statements?
What is the evidence that preschool instruction has lasting effects upon
mental growth and development? The answer is, in brief, that there is none. To
prove the point one needs longitudinal data on adults who did not have preschool
instruction but who were equal in every other regard to children receiving such
instruction.
With the exception of the Montessori schools, however, the preschool
instruction programs have not been in existence long enough to provide any
evidence on the lastingness of their effects. Indeed, most of the earlier work on
the effects of nursery school education… has shown that significant positive
effects are hard to demonstrate when adequate experimental controls are
employed … no one, to my knowledge, has done a longitudinal study of adult
Montessori graduates…
I am sure that someone will object at this point that studies of mental growth
such as those of Bloom (1964) suggest that half the individual’s intellectual
potential is realized by age 4. Does this not mean that the preschool period will
have lasting effects? Not necessarily, if we look at the facts in a somewhat
different way. Bloom writes, “Both types of data suggest that in terms of
intelligence measured at age 17, about 50 percent of the development takes place
between conception and age 4, about 30 percent between ages 4 and 8, and
about 20 percent between ages 8 and 17” (Bloom, 1964). Now an equally feasible
implication of this statement is quite in contradiction to that of preschool
instruction. If, it might be argued, the child has only 50 percent of his intellectual
ability at age 4 but 80 percent at age 8, why not delay his education 3 years so
thathe can more fully profit from instruction? With 80 percent of his ability he is
likely to learn more quickly and efficiently and is not as likely to learn in ways that
he will need to unlearn later. That is to say without stretching the facts, it is
possible to interpret the Bloom statement as implying that instruction should not
be introduced into the preschool program.
Not only is there no clear cut longitudinal data to support the claims of the
lastingness of preschool instruction, there is evidence in the opposite
direction…*Research findings+ suggest a negative correlation between early
physical maturation and later intellectual attainments. Animals are capable of
17
achieving early some skills (a dog or a chimp will be housebroken before a child is
toilet trained) but perhaps at the expense of not being able to attain other skills at
all. This data suggests the hypothesis that the longer we delay formal instruction,
up to certain limits, the greater the period of plasticity and the higher the ultimate
level of achievement. There is at least as much evidence and theory in support of
this hypothesis as there is in favor of the early instruction proposition. Certainly,
from the Piagetian perspective there are “optimal periods” for the growth of
particular mental structures which cannot be rushed.
Please understand, I am not arguing against the benefits of preschool
enrichment for children. Even preschool instruction may be of value for those
disadvantaged children who do not benefit from what Strodtbeck (1967) called
the “hidden curriculum of the middle-class home.” What I am arguing is that there
is no evidence for the long-term effects of either preschool instruction or
enrichment.
With respect to Bloom’s observation (quoted by Elkind above), Bloom might
reasonably have said that individual differences in final standing are half
determined by age 4. But a person has certainly not by that age acquired half the
concepts he will ultimately, nor has he developed half his adult ability to reason
logically.

2.4. ¿Qué palabras y/o frases te indican que es el texto elegido? Cópialas en inglés
y señala el número de línea donde están ubicadas.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.5. Responde en español las siguientes preguntas:

a) ¿Cuál es la idea que ataca el autor?

___________________________________________________________________
___________________________________________________________________

b) ¿Cuáles son sus argumentos?

___________________________________________________________________
___________________________________________________________________

18
 c) ¿Cuál es su posición sobre el tema?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Ahora realiza una lectura más detallada del texto con el propósito de responder
en español las siguientes preguntas de información específicas:

a) Why does the author say that there is no evidence of lasting effects of
preschool instruction?
.........................................................................................................................
.........................................................................................................................
b) What do Bloom’s studies suggest?
.........................................................................................................................
.........................................................................................................................

c) According to the author, how can Bloom’s findings be also interpreted?

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

d) What is the author arguing at the end of the text?

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

4.- VOCABULARIO

4.1. Escribe en español el significado de las siguientes palabras y frases de acuerdo

con el contexto.
a) nursery school education ……………………………………………
b) feasible ……………………………………………………………………...
c) stretching the facts ………………………………….………………….
d) period of plasticity ………………………………….………………….
e) cannot be rushed …………………………………….…………………
19
4.2. Parea la siguiente lista de palabras con el sinónimo correspondiente

a) hard postpone
b) delay attainment
c) profit rapidly
d) skills difficult
e) achievement ability
f) quickly benefit

LECTURA 3 3
1.-Lee el título y escribe cuál podría ser la temática a desarrollarse en el texto.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.- Busca en el diccionario el significado de las siguientes palabras. Debes tomar en cuenta su
significado con respecto al texto.

computer: ………………… large: ………………….

lab: ………………… research: ………………….
enhance: ………………… understanding …………………
college: …………………

Dear College Dean:

It is my understanding that this college has received a large donation to be used

to enhance the quality of life for students: expand the bookstore or add
computers to the computer lab. It is the tradition of this school to promote

3
Ejercicios preparados por Prof. Yolber Márquez. CUFT

20
education and to be at the vanguard of new technology. That is why I strongly
argue in favor of the addition of more computers to the computer lab.
Although expanding the campus bookstore to include CD's, gifts, and a snack bar
will give a nicer look to the college, we have to think about a greater goal and a
more practical way to enhance the quality of life for students. What do we want
for our students and our college? Do we want our college to be known as a place
with a great bookstore where you can find CD's and gifts, or as a place where the
students can explore and research in their field using the best tools provided by
technology? In addition, there are already several snack bars on campus, and
there are music stores nearby, so students do not depend on the college
bookstore for these things.
We live in a highly technological world and computers play an increasingly
important role in how we live. As a learning institution, this college has the
responsibility to offer its students the best technology to help them prepare for
their future. Many students will be expected to be familiar with the latest
software and other tools when they go on to work or to graduate school.
While they are in college, students find they are expected to use computers.
Many professors expect students to use computers to do homework or to
complete projects. Students are asked to create PowerPoint presentations and
use spreadsheets and database programs, as well as to research many topics on
the internet. Since students are competing for good grades, those who have
limited access to computers are at a great disadvantage. Furthermore, being able
to do projects using the computer enhances the process of learning, giving
students the opportunity to find the information without a computer would be
much more difficult to find.
If there are more computers, students will also be able to complete their work
more efficiently. No more will they have to wait in line, paper and disk in hand,
while scanning the room for an empty chair and computer. No longer will they
have to sit and wait while an outdated computer struggles to follow their
commands. Having more new and faster computers available will enable students
to finish their work more quickly.
The more computers are used in society the more colleges will depend on them
as a tool of teaching and learning. Making computers more available to students
facilitates their learning process by making the process easier, more interesting,
more engaging, and in the process enhancing their quality of life.

Texto tomado de: 123 Help me.com http://www.123helpme.com/view.asp?id=15447

3. Identifica las ideas en los párrafos

21
Párrafo 1.

a. quejarse por la falta de servicio de cafetería

b. mejorar la infraestructura de la universidad
c. expandir la librería
d. aumentar el número de computadoras en el laboratorio

Párrafo 2.

A qué se refiere el autor con la frase: “a greater goal”

a. los estudiantes deben asistir a los sitios de recreación

b. mejorar el servicio de préstamos de libros
c. ofrecer a los estudiantes herramientas para la investigación
b. incrementar la venta de Cds y regalos

Párrafo 3.

Según este párrafo el objetivo de una institución educativa es:

a. abrir más cupos para cada semestre

b. poner a disposición de los estudiantes la tecnología necesaria
c. incrementar la cantidad de egresados de la universidad
d. mejorar la economía interna de la universidad

Párrafos 4 y 5.

En estos párrafos, extrae frases que se refieran al uso de la tecnología en las

universidades.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Párrafo 6.

Lee el siguiente fragmento y explícalo en español tomando en cuenta la temática

desarrollada en el texto.

“The more computers are used in society the more colleges will depend on them as a
tool of teaching and learning”

22
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4.- Después de haber leído el texto contrasta la predicción de la temática con lo que
entendiste.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5.2.5.-Responde en español las siguientes preguntas:

a.- Why does Dean recommend the addition of more computers?

________________________________________________________________________

b.- Does Dean think that expanding bookstore to include Cd’s, gifts and snack bar is a
good idea?

________________________________________________________________________

c.- Are snack bars necessary in the university?

________________________________________________________________________

d.-What does the learning institution should offer the students?

________________________________________________________________________

e.- What do professors expect from students?

________________________________________________________________________

5.2.6.- la intención que tiene el autor en el texto es:

23
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

LECTURA 4
1.- Lee el título e indica cuál sería la temática que describe

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2.-Busca en el diccionario el significado de las siguientes palabras. Debes tomar en cuenta su

significado con respecto al texto.

neighborhood: ………………… curtailing: ………………….

overhyped: ………………… unworthy: ………………….
teenager: ………………… business: …………………
threatening: ………………… barring: …………………
defy: …………………

UNNECESSARY CURFEW FOR KIDS UNDER AGE FIFTEEN

Laws are made to protect the public. From what? A fifteen year old menace?
Certainly every neighborhood is going to have it's problems with kids breaking the
law, but curtailing the right of a fifteen or younger to move freely as long as his or
her parents approve is unconstitutional.
I feel the same way about this as I do about mandatory drug tests in high school. It
is the reaction of an unconnected overhyped public to a "problem which is
supposedly "threatening" the community. It goes on the assumption that you are
guilty until proven innocent. Since when did ordinary citizens have to explain their
destinations and purposes for taking a late night walk? The answer is they don't,
and they should continue not to have to.
The argument that kids under 15 have no business being out past 11pm has no
real meaning. You could turn that around and say, barring late night work, what
business do adults have on the streets past 11pm? Should we have police officers
patrolling the Town of Amherst to make sure no adults are out past a "decent
hour" when they have no business being out anyway? It is very difficult for adults
to see this, myself just having turned 16 found it very hard to reach this conclusion
24
myself. It is very easy to let something that directly affects someone else but not
you go without much of a fight.
The point is that a local, state, or federal law should not assume guilt, no matter
how well intentioned, the law will eventually have negative side effects. If
rigorously enforced, what do you think is going to happen when these kids turn
16? When you say NO! to a teenager what does that make him or her want to do?
Defy you! I think that as an alternative to this plan we should have a curfew for
those who have proven themselves unworthy of the right to move about freely.
Juveniles who have committed crimes for instance. But to strip such a large
portion of the population of a freedom, without asking them, or anyone else's
opinion for that matter, is simply wrong.
Texto tomado de:http://www.123helpme.com

3.-Identifica en el texto la siguiente información:

Párrafo 1:
Problema que tendrían los vecinos: _________________________________________________
Párrafo 2:
Los ciudadanos ordinarios deben explicar: ____________________________________________
Párrafo 3:
Los niños menores de 15 años no tienen: ____________________________________________
Párrafo 4:
Las leyes no deberían: ____________________________________________________________

5.3.4.-Después de haber leído el texto contrasta la predicción de la temática con lo que

entendiste.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5.3.5. Responde en español las siguientes preguntas:

a) ¿Cuál es la idea que ataca el autor?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

25
b) ¿Cuáles son sus argumentos?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

c) ¿Cuál es su posición sobre el tema?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

LECTURA 54

1.- Actividades de prelectura

El título del texto que leerás posteriormente es:

ALBERT EINSTEIN SYNONYMOUS WITH GENIUS

Sobre la base de la lectura del título, escribe en español la información que

esperas encontrar en el texto.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

4
Ejercicios preparados por Jenny Vargas. CUFT

26
2.- Ahora realiza una lectura global del texto con dos propósitos:

2.1. Para verificar si tus predicciones se corresponden con el contenido del texto.

2.2. Para determinar el tipo de texto de que se trata

Marca una “X” en la alternativa que consideres correcta.

Después de haber leído el texto por primera vez, dirías que es un texto de tipo:

a) argumentativo
b) narrativo
c) expositivo
d) descriptivo

ALBERT EINSTEIN SYNONYMOUS WITH GENIUS

Albert Einstein (14 March 1879 – 18 April 1955) was a German-born

theoretical physicist. He is best known for his theory of relativity and specifically
mass–energy equivalence, E = mc 2. Einstein received the 1921 Nobel Prize in
Physics "for his services to Theoretical Physics, and especially for his discovery of
the law of the photoelectric effect."
Einstein's many contributions to physics include his special theory of
relativity, which reconciled mechanics with electromagnetism, and his general
theory of relativity, which was intended to extend the principle of relativity to
non-uniform motion and to provide a new theory of gravitation. His other
contributions include relativistic cosmology, capillary action, critical opalescence,
classical problems of statistical mechanics and their application to quantum
theory, an explanation of the Brownian movement of molecules, atomic transition
probabilities, the quantum theory of a monatomic gas, thermal properties of light
with low radiation density (which laid the foundation for the photon theory), a
theory of radiation including stimulated emission, the conception of a unified field
theory, and the geometrization of physics.
Einstein published over 300 scientific works and over 150 non-scientific
works. Einstein is revered by the physics community, and in 1999 Time magazine

27
named him the "Person of the Century". In wider culture the name "Einstein" has
become synonymous with genius.

2.3. Identifica en el texto los verbos principales y determina cuál es el tiempo

verbal que predomina

3. En la estructura del texto se pueden observar una serie de acontecimientos

importantes.

1. Completa el siguiente cuadro con la información requerida

FECHA ¿QUIÉN? ¿QUÉ OCURRIÓ?

1879
Recibió un premio Nobel
1999
Albert Einstein Murió

4- Responde las siguientes preguntas en español

1. Who was Albert Einstein?

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

2. When was he born?

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

3. Is he the best known for his theory of relativity?

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

4. Why did he receive the 1921 Nobel Prize in Physics?

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

28
5. What are his contributions?
....................................................................................................................
....................................................................................................................
......... ..........................................................................................................

LECTURA 65

1.- El título del texto que leerás posteriormente es: Traditional views of
learning

Sobre la base de la lectura del título, intenta hacer previsiones acerca

del contenido del texto y escríbelas en el espacio siguiente.

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

2.- Ahora, realiza una LECTURA GLOBAL del texto con el propósito de:
- Verificar si tus previsiones corresponden al contenido real del texto.
- Identificar palabras, frases y oraciones claves que se relacionan con el
título.
- Identificar el argumento central.

Realizar las siguientes actividades:

2.1. Copia en inglés todas aquellas palabras, frases y oraciones que se

relacionen con el título

5
Trabajo de Carmen Brioli y Javier García. UCV.

29
___________________________________________________________
___________________________________________________________
___________________________________________________________

TRADITIONAL VIEWS OF LEARNING

Each of us subscribes to several theories or ideas about learning, although we

are not generally aware of doing so. The approaches we use in learning or in
directing the learning behavior of others reveal the kind of learning principles we
believe in. Most of these learning principles are part of our cultural inheritance,
and may seem like “common sense” to us, but they may also interfere with the
effectiveness of our teaching or learning.
One of the commonest beliefs is the idea that learning occurs because the
learner has been rewarded or punished. There is some scientific basis for this
theory, but teachers forget that what may be a reward or a punishment in their
eyes may not be perceived by a student in the same way. Furthermore, some
students respond more favorably to rewards, while others respond more
favorably to punishment, and there is always the danger that we may be
reinforcing the wrong behavior through our uncritical application of reward and
punishment.
Another popular idea about learning holds that learning is a process of
accumulating facts and information. This theory overlooks the fact that everything
accumulating facts and information. This theory overlooks the fact that everything
that is learned is learned in relation to the student’s previous experience and that
knowledge does not and cannot exist as something separate and outside the
experience of the student.
The idea that a thing once learned properly is learned for all time is another
theory that has many adherents. It is true that we are more likely to retain a skill
or a concept that has value, purpose, and interest for us, but something that is of
little value or purpose is quickly and easily forgotten, no matter how thoroughly it
has been memorized. The same criticism applies to the belief that learning results
from “being told”.
The idea that learning should proceed deductively from the application of
theory to practice- is one that comes to us from our European origins. Opposed to
it is the American idea that theory should grow out of practical experience.
Perhaps an even more useful idea is the thought that experience should precede
30
the development of theory, but that both theory and practice should be used to
improve each other. Research with these concepts shows that learning is more
effective if the learner is able to proceed heuristically to derive his own theories.
The idea that learning should be a toughening process- a kind of mental
discipline – has fewer adherents than in formerly did, but it still appears in
modified form. Sometime we get disturbed when students appear to be enjoying
themselves in the Classroom, and we get the feeling that learning is serious
business- it should not be “fun”.
The mirror image of this theory is the idea that learning should be fun. It does
not have the traditional background of the other theories, but it may interfere
with effective teaching it is interpreted to mean that learning must always be fun
or that students should be protected against the frustration, failure, and normal
anxiety that are a necessary part of most learning situations.
Although traditional beliefs have little scientific support, they are difficult to
unlearn. Consequently teachers and administrators tend to use them as the basis
for educational procedure, even though the fallacies of these beliefs have been
pointed out to them in the course of their professional training. Traditional
methods and points of view are attractive because they are psychologically
comforting and reassuring, despite their ineffectiveness.

2.2.- Escribe en español el argumento central del texto.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.3.- Marca con una “X” la alternativa que consideres correcta.

El propósito principal del texto es:

_______ a) relatar la evolución que han tenido las teorías del aprendizaje.
_______ b) proporcionar una síntesis de las principales concepciones sobre el
proceso de aprendizaje.
_______ c) dar recomendaciones para lograr un aprendizaje efectivo.
31
_______ d) definir la diferentes concepciones que existen acerca del
aprendizaje.

2.4.- ¿De qué tipo de texto se trata? Marca una “X” en la alternativa que
selecciones

________ a) Instruccional
________ b) Argumentativo
________ c) Narrativo
________ d) Expositivo

Explica tu respuesta a la actividad anterior

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Resume en español la información más importante de cada parte del texto,

guiándote por las siguientes preguntas:

_ ¿Qué revelan los enfoques que cada uno de nosotros utilizamos para conducir el
aprendizaje?
_ ¿Cuáles son las principales concepciones que existen acerca del aprendizaje?
_ ¿Por qué estas concepciones tradicionales acerca del aprendizaje son tan
difíciles de erradicar?

RESUMEN

3.- LECTURA ANALÍTICA

Responde en español las siguientes preguntas de información específica.

a) What learning principles are parts of our cultural inheritance?

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

32
 b) Which is the strongest limitation of the learning principles mentioned
in the previous question?
.....................................................................................................................................
.....................................................................................................................................

c) For what theory is there some scientific basis?

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

d) What criticism applies to the belief that learning results from “being
told”?
.....................................................................................................................................
.....................................................................................................................................

e) What research shows that learning is more effective if the learner is

able to proceed heuristically to derive his own theories?
.....................................................................................................................................
.....................................................................................................................................

f) What may interfere with effective teaching and when?

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

g) Why are traditional methods and points of view attractive to

educators?
.....................................................................................................................................
.....................................................................................................................................

4.- En el último párrafo del texto (párrafo 8) están presentes las siguientes ideas:

a) Although traditional beliefs have little scientific support, they are difficult to
unlearn.
b) …teachers and administrators tend to use them even though the fallacies of
these beliefs have been pointed out to them in the course of their professional
training.
c) They are psychologically comforting and reassuring, despite their
ineffectiveness.

33
- La palabra they presente en los casos a) y c) se refiere a: ………………

- Los conectores although, even though y despite pertenecen a la categoría de

conectores de: ……………………………………………

- En los tres ejemplos anteriores, estos conectores señalan la presencia de ideas

_____ opuestas
_____ que expresan causa-efecto
_____ en secuencia temporal

34
 TIPOLOGÍA DE WERLICH (1976)6

PROCESO
TIPO DE TEXTO REFERENTES
COGNITIVO
Fenómenos (personas,
DESCRIPTIVO Percepción en el espacio
objetos, relaciones) en el
contexto espacial

Fenómenos (personas,
NARRATIVO
Percepción en el tiempo objetos, conceptos) en el
contexto temporal

Comprensión de conceptos
EXPOSITIVO Conceptos generales
a través del análisis de sus
A) DE ANÁLISIS Constructos mentales
constituyentes

EXPOSITIVO Comprensión de relaciones

Elementos conceptuales
B) DE SÍNTESIS entre elementos mediante
simples
la síntesis, generalización

Hipótesis, discusión y
ARGUMENTATIVO Relaciones entre
evaluación para la solución
fenómenos
de un problema

REGULATIVO O Planificación del

Comportamiento propio
INSTRUCCIONAL comportamiento propio y
y de otros
el de otros

6
Del trabajo de Carmen Brioli y Javier García. UCV

35
36