Connectors For Writing
Uploaded by
ScribdTranslationsConnectors For Writing
Uploaded by
ScribdTranslationsConnectors for Writing
ideas | it's true, |
We could summarize as follows | Evidently, |
This has been verified | The previous analysis, |
But in the second place, In the perspective we adopt here,
I think it is evident,
It should be noted, | While it is true, |
|Los caracteres enumerados, |En otras palabras, |
As long as the |It happens then, that |
One of the most important components, We thus have to
|De este modo, |Es por eso, que |
In summary, Therefore,
|Desde la perspectiva más general, |Siendo las cosas así, resulta claro, |
|Dentro de este marco, |Por último, es conveniente anotar, |
It matters, and for many reasons,
Given that some of its manifestations,
|De esta manera, |Se trata, |
That is why,
From there, it is about
For |Seen in this way, |
|Dicho de otro modo |Dentro de este marco, |
Consequently, Seen in this way, this work
The problem is then posed, seeks to guide,
Finally, we want to signify this,
In effect, the reorganization,
|Sin duda, |En esta perspectiva, |
Now then, However, there is,
|Por esto, |Dentro de esta perspectiva, |
|As for the rest |Let us give then, |
Let's be clear, before anything else
Every reflection is inscribed,
Of course, this phenomenon,
It is clear,
In response to the problem presented,
In fact,
In any case,
Essentially,
Resuming the expression of
This analysis,
In our opinion,
In the previous generalizations,
VERBS USED IN THE WRITING OF TYPE OBJECTIVES
COGNITIVE
LEVEL I
Knowledge
|Adquirir |Clasificar |Actuar |Analizar |Agrupar |Adoptar |
Note
Cite
Combine
Complete
Know
Copy
Compute
Define
Describe
Say
Find
Choose
State
Write
|Enumerar |Interpolar |Emplear |Desmenuzar |Dibujar |Determinar |
Formulate
Identify
Indicate
|Informar |Organizar |Experimentar |Discutir |Establecer |Evitar |
|Multiplicar |Parear |Explicar |Distinguir |Exponer |Juzgar |
Name
Narrate
Nominate
Pronounce
Prepare
List
Label
Collect
Emphasize
Hold
Recite
Remember
Report
USEFUL PHRASES TO START PARAGRAPHS
In general terms, the previous comments
In general terms, the outlines of the process are specified.
According to it | But, not only has a goal been precisely defined, but it also
Considering has taken care of
Therefore, certainly that
|Por tales razones |Estima la comisión |
Having done this or having said this, within this perspective, if we analyze the project carefully
|
To conclude | But, apart from the creation itself |
|Por ello |Por tanto |
According to | It is worth noting that the situation |
|En este sentido |En este sentido y para ilustrar lo señalado |
|En base a ello |En base a lo anteriormente señalado |
In any case | As evidenced by |
Similarly, they are thus exposed
|Como base |En base a lo ya expuesto |
As a requirement
As a preliminary step
In this aspect |As has already been
Of course
It is concluded then | Today it is already definite the conviction
|Una vez que |En efecto, para proceder |
However, for this reason, likewise
Therefore, it is necessary to agree on how useless it is
|Tal como |Por otra parte, desde el punto de vista |
To observe this reality | In many cases the process |
|Los esfuerzos para |Se puede constatar |
|Es claro que si |No puede ser un producto espontáneo |
By virtue of the fact that now | Now, it is evident that even if one is aware
|Por ello, en definitiva |De tal modo |
|Pero la sola vinculación |Por estas razones |
Given the importance | In such a way that |
|Se precisa con exactitud |Es conciencia |
For compliance
Hence the concern
From here the new strategy | Certainly |
|A través de este mecanismo |A través de todo ello |
However
For the purposes of | Once
This way
|De esta manera |Es el convencimiento |
|Además |Así |
|En segundo término |Antes se afirmó que |
Finally | From the
It is already
|Se debe tener en cuenta |En primer lugar |
|El proceso de |De acuerdo a |
Once
|A igual que |De aquí la |
According to
|Por su parte |En virtud de ello |
|Por consiguiente |En tal virtud |
|Así como |E igualmente |
|A estos fines |De ahí la |
|En líneas generales |De ahí que |
So that
If we pay attention | As for
In the same way
|La etapa de |De esta forma |
|La fase de |En cuanto a |
|Así pues |Corresponde a |
|Por lo tanto |A través de |
|En definitiva |Por último y como consecuencia |
|Teniendo en cuenta |En vista de que |
In summary
In front of
|En consecuencia |En este caso |
|Si partimos de |Se ve que existe |
|Por esa razón |De nuevo se ve |
However
According to
Inside | In this way |
|En todo caso |En tal caso |
During
First of all, it is necessary to consider
|En efecto |Una vez que |
|De ahí que la |De este modo |
On the other hand, these would be the fundamental reasons that
Now then | The first point to establish is that of |
As However, it is also true that
|En virtud de que |Admitiendo que |
Generally it can be
An observation of
|Es evidente que |En cierto sentido se puede afirmar |
|In many cases |The determination of the |
It can be seen therefore that the |Previously, the |
|Al mismo tiempo |Lo importante en esta materia es |
Essentially, this method determines
An essential element in
It is also important
These prerequisites for
Before proceeding to consider.... it is advisable to examine
In both cases
It must be emphasized, therefore that
Additionally
Around all these factors, it can
It is very timely
It is not possible to establish
DIRECTION OF THOUGHT
Every paragraph with two or more sentences or phrases involves a dynamic process: the
the author's thought flows in a specific direction. The fundamental aspect of reading
it is to discover that idea, that central thought that is communicated to us.
Thought is not something static within the paragraph, it is dynamic and sets the direction.
basic movement. The other sentences, while developing the
content of the central idea, are also numerous stages or periods in the
evolution and movement of thought.
This progressive unfolding of the central idea is what is called 'direction of the
thought
unique. Throughout the paragraph we can observe that sometimes the direction of
thought stops, that it retreats or advances.
There are several words that indicate the incidents that indicate the incidents and
variations in the author's thought development, we can group them
in three large blocks: 1) The words that indicate that thought stops; 2)
words that indicate a progress in the course of thought and 3) words that indicate a
opposite direction to the direction of thought.
1) Words that indicate that thought stops: This group of words does not
They represent neither progress nor regression in the development of the course of thought. They are
phrases that could be omitted without the text suffering any modification in its
meaning. The purpose of this type of words is to clarify. Among this group there are
they find
Why
Yes
Assuming that
As long as
Always and
when
Finally
In conclusion
For example
For example
Clarifying
How
Just like
Just as
Especially
I mean
That is to say
2) Words that indicate a progress in the course of thought:
The words advance indicate that the sentences they lead are a step toward
ahead in the development of the main idea. In general, most of the words
a paragraph develops in the same direction as the main idea; but the sentences
headed by the words progress have a special significance or represent a
greater insistence in that regard. The main words of progress are:
Also
Likewise
As well
Furthermore
Likewise
Even more
From the same
way
Thus in
consequence
Given that
Since
Since
Ordinals
(First,
Second,...)
3) Words that indicate a direction opposite to the direction of thought:
Words that indicate a direction opposite to the direction of thought are called
words of setback, because they introduce phrases or expressions that oppose the course
normal of thought. Generally, the course of thought follows within the
paragraph a direct progressive sense; but sometimes the author, to highlight more a
thought makes use of these changes of direction, of these opposing words, that
they represent what he rejects, the possible objections that he tries to resolve or nullify.
When we come across a regression word, it means that something is going to happen.
an immediate change of direction in the course of thought. It must be taken into account
that this change of direction occurs directly in relation to what is said in the phrase
previous
The main words or phrases that indicate a setback are:
But
However
In reality
In fact
However
Nevertheless
With everything
Despite everything
Even so
On the contrary of
On the contrary of
Despite the fact that
Although
Dispensing with
Before that
Rather than
On the other hand
On the other hand
In Exchange
Although
Preferably to
While
On the contrary
Parts of an essay
Another aspect to remember is the traditional structure of the essay. Around
this, despite the fact that its relevance could be discussed today, with the fact that it will be
considered less static than what has been said so far, it is being reclaimed
what its canonical division is. Now, as the fundamental thesis consists in that it must
to express in writing, through a coherent and therefore understandable narrative, one
It is considered necessary - to achieve that synesis - that a fixed structure is attended to.
that in its internal movement, although it seems paradoxical, possesses a certain dynamism. This
It will be presented later. Such structure is composed of those three parts, moreover.
known as Introduction, Development, and Conclusion. A
they have been assigned the formal and content characteristics that are expressed in
continuation:
3.1. The Introduction. Here is the initial idea that will be developed later and that
allows to address the topic to be discussed.
In its formal aspect, it is advisable that this part be expressed in a single paragraph.
with the characteristics that must have already been addressed when the topic was discussed
specific and when–if applicable–other instruments such as narration were explained
of experiences, the technical report, the commentary on texts, for example. In its aspect
internal, it would be redundant to say that the paragraph must have a unity of thought. And
this unit should revolve around a central idea, for which the following is being proposed
following:
Statement of a topic. Here the topic to be developed in the essay will be stated. It will not be
they offer their characteristics nor much less, since that will correspond to the development.
The most that can be done is to indicate its location in time and space. This will be done.
more comprehensible the message conveyed. A specific example of this type can be seen in the
Article 'Demoralization' by Enrique Castellanos, studied by us regarding
these effects and published on page A-4 of El Nacional, on 18-11-87. For its analysis
It has been attached at the end of the presentation (Annex 6.1.2, p. 44). As you will appreciate,
the author begins by stating the theme in the first paragraph. Then he develops from his
personal optics and then validates the truth - according to him - of what he had proposed
in the beginning. To be consistent with theoretical propositions made here and
formulated on other occasions, two formal objections have been made. First
place, it is observed that the paragraph is constructed with a single period, a single sentence.
This is why the statement becomes lengthy. It has always been maintained that the use of periods
(short) sentences provide the text with greater clarity, less ambiguity, and, for
end, better communication. Consequently, it is advisable that, at a minimum, the
The paragraph should have two sentences containing the following ideas:
a) Henry IV once said that Paris was well worth a mass.
b) It justified, in a prestigious and official manner...(until the end: recommendation, already cited,
not to use - as far as possible - periods that are too long, because they can
to produce loads of ambiguity, heaviness, or reiteration). The other objection lies,
precisely, at the end. If the author had omitted the last sentence alluding to
Urdaneta and ends the essay with: ... 'Paris is well worth a Mass', would have concluded with the
same concluding idea with which he had started his dissertation. However, it has
having used the article as an example of the approach to the topic.
Formulating a question: When this is the type of essay to be written, the author
you can title it with a question. But this can also be at the beginning of the
introduction, in the middle or at the end of it. In our practice of recent years
It has been preferred that the question be placed at the end, as can be observed in the attachments.
respective. That question should guide the writer throughout the entire development,
to thus conclude with an answer. Sometimes the question arises as a
disjunction. E.g.: The oil opening. Problem or solution?
When this is the case, students should be guided that, semantically, the
The author is already making a value judgment. That is to say, he will be in favor of the second.
element of disjunction. Sometimes the question appears as a title. E.g.: Are all
Do all roads lead to Rome? In this example, the author considers with much certainty
that it is not true. And all of this will have to be verified in the conclusion.
Statement of a problem. It will necessarily have to be explained very briefly.
that a problem is something like a contradiction between a set purpose and in the
possibilities that the environment offers for its realization. Every problem indicates the
purpose of the exhibition that is intended to be held. A tangible example could be the
next: "Preschool education and educational gap." In this essay the problem
It will be based on maintaining - so to speak - that preschool attendance must reduce the gap
educational that could be presented in the first grade, when there were students in it
with a direct registration. Another problem could be that of social stratification of
teacher and the linguistic performance of their students. Here the contradiction would be in
to affirm (or deny) that as the stratum rises (or falls)
The educator's socioeconomic status will improve (or worsen) communication skills.
of the learners. The problem should be addressed in the introduction based on that ideology. This
will allow him to become the core of the conceptual digressions that are
they will be explained in the development. In light of this, if it happens that our essay is
referring to a specific problem, nothing would be more logical than starting it with its
This way, possibilities that would be expected by the reader would be covered.
It should be kept in mind that this reader will not always meet your expectations. As it is about
a personal position, it is possible that our development or our solution does not
They agree. This happens often when the reader also has their own criteria.
about the topic being presented. But it could also happen that one has
coinciding positions or—much better—than the arguments presented here make
that he modifies his behavior in light of what was explained.
Background of the topic to be discussed. Such an introduction is justified when the essayist decides
focus on the topic through a historical overview. Therefore, it will necessarily have to
start your essay by informing the readers what has happened before, the way
how the issue in question has been addressed or resolved on other occasions. In other
words, the past.
Definition of terms. This is the type of essay that strays the most from the conception
Orteguiana: 'Science minus explicit proof.' Consequently, it is the one that most
about a research paper. This is because terms will be defined,
It is mandatory to cite (in the development) concepts that relate to it.
theme, other authors have published. For such reasons, the development transforms into a
a kind of theoretical framework upon which – through evaluation or comparison – will be
forming the body of the essay. An example of this type could be that if one is going to
Writing about pollution, it would be plausible to start by defining the term in its most
varied conception. This will provide us with the different concepts that must
to be addressed later and then the personal proposals - if there are any -
they can be compared with the definitions given in the introduction or with the theses
exposed in the development. If there are no personal propositions, then we can
to enroll ourselves in one of the proposals formulated in the development.
Application of the dialectical method. Already at a higher degree of abstraction, it could be applied.
this method, which is quite well known. And it is stated that for its application it must
to undergo a more complex procedure is because other things are required
collateral knowledge, such as the origin of dialectics and the Marxist method of
research. Only a reference has been taken from what Marx himself, in the
introduction to the Grundrisse, called it 'method of exposition'. This author considered that
an exposition (called here an essay) must uncover (in the sense of making known) the
elements that make up the contradiction, so that their relationships can be understood
dialectics, the order and the movement to which these relationships are subjected.
Remember that under this perspective, processes related to nature,
society and thought obey the behavior of a mode of production
determined. And as such, it is born, develops, and must conclude to give way to a form
superior of organization. Hence the classic triad of Thesis (affirmation), Antithesis
(negation) and Synthesis (negation of the negation). Well, if this is the parameter
chosen, our introduction should begin with the thesis. That is, with a
characterization of the status quo and its dialectical relationship. For example, if our essay
it will refer to the current state of a specific institution, the introduction will describe
in detail their problems, their relationships, their morphology, their meaning. Only
Thus, your product will be comparable to the result obtained after the antithesis.
3.2. The Development: In this second part of the structure of a
essay, the expansion of an idea outlined in the Introduction should be offered.
In the same way, one can explain, exemplify, reiterate, locate, and compare the
collateral issues related to the topic, question, problem, etc., that has been stated. If the
the essay is of the explanatory type, textual supports can be used to provide them
greater relevance to the statements. In the other types, it is preferable not to use this.
resource. Within what has been referred to as formal recommendations, the
development must have more than one paragraph. Its number will depend on the structure of the
introduction. Thus it demands the syndieresis of work. The following will explain the
features of content that essays must have, whose introduction was proposed
in the previous point.
3.2.1. For the first case, that is, for the presentation of a topic, the development
it must contain the expansion of that topic. It will continue with all the explanations that are
relevant and with the necessary examples. This is the most general. Each one of
the participants, when preparing their respective essays, will incorporate their
experiences and their observations, in order to obtain the best possible product. It can
check this, through the already mentioned article by Castellanos.
3.2.2. If the case is the second, posing a question, we must also
expand, explain and exemplify such questioning. Through those processes, it will be
demonstrating that it is a rhetorical question.
It will also be demonstrated that the topic being addressed is known and the reader will be prepared to receive
our point of view on this. An example that will be considered good in what is
refers to this topic is the well-known essay by José Martí titled Our
America. In one of its sections, the participants will notice that it begins
like this:
In which homeland can a man have more pride than in our Republics?
painful ones of America, raised among the mute masses of Indians, to the noise of fighting of
book with the candle holder, on the bloody arms of a hundred apostles” (Vol. 9,
p.2).
And then the author provides a long explanation of the process that has traumatically
completed the Latin American nations.
After that development, the conclusion will not surprise us.
3.2.3. When the problem posed in the introduction is an issue, it should be explained
exhaustively the development. It was said before that the expectations that opened up did not
they had to be coincident with those of the reader. However, the validity of the essay
will be in defending the proposal with relevant and understandable reasons even if they are not
shared. In the same way, examples should not be spared to illustrate
the process of clarification, description, and solution of the problem that will be
facing, before proposing a final truth (understood as our final truth).
In the proposed examples in the introduction theory, a development will be observed.
that will bring to light the arguments held about the necessity (or not) of preschool, in the
First case. The influence of the teacher's linguistic performance on idiomatic use
of their students, in the second.
3.2.4. If the introduction is prepared as in the Background section of the topic
to be addressed, in the development the present will be expressed. What exists will be described, its
relevancies and their irrelevancies. With such a procedure, it will be easy to justify what will come.
to propose itself as a future. In formal terms, it is advisable to use a paragraph for the
relevances and another for its opposition, in the case that one chooses to highlight those two
things. This emphasizes that a paragraph should be used for each related topic that
to be included: in the general topic.
3.2.5. When the introduction of the essay chooses the definition of terms, it must
to redact its development based on explanations about the different points
in view of what has been discussed about it. This is somewhat like building a framework
theoretical around the concept, category or term to be defined. To the extent that
Let's expose such positions, and observations should also be formulated.
personal. In this way, the conclusion will be consistent with each of the steps.
previous. An example of this type of essay refers to the subordinate clauses that begin
for which, those who, the one that, those that, what. In it, after stating the terms to
define and the methodology used for the conceptual approach, a brief
studies of the most important authors who have dealt with the subject. Thus, in the
as the models are being addressed, their contributions are being noted and they are being
criticizing their weaknesses. At the end, the author's opinion is revealed.
about the concepts studied.
3.2.6 If the dialectical method has been chosen for any presentation, it is necessary to be
aware that the most difficult type of essay has been selected, given the
characteristics that we advanced in the theory about the introduction. As a consequence,
It should be remembered that during development it is not advisable to stray from certain
considerations, such as the following: First of all, when speaking about objects, the
processes, institutions or any phenomenon of reality, this should be raised
like in a constant struggle of opposites. Thus, against morphology, syntax,
semantics or the problems of a specific institution (recommendation made in the
introduction), it is necessary to now propose its transformation. That is, its negation.
Dialectics holds that negation is the elimination of the status quo, but preserving
the positive that it must have. In this way, the old affirmation or structure - like the
others qualify - it does not completely disappear but evolves and preserves its content
rational. For example, the employers and the unions of the institution that will be analyzed, do not
they do not destroy each other but complement each other. However, depending on the
external characteristics and the correlation of existing forces in the national sphere or
internationally, the transformation will be upward or downward. This struggle must be
embodied in the writing of the development of our essay. In other words, it
will describe the model that opposes the current one and that should be the solution to the
problematic presented in the thesis.
3.2. The conclusion: In this last part, the final idea should rest. It has the
objective of closing the topic. It is recommended that it be expressed in an external form.
paragraph, at most two, when the circumstances warrant it. Regarding the content,
will vary depending on the type of essay that has been selected. The following will
they present their variants:
3.3.1. In the first case, when the topic was presented in the introduction and in the
development was expanding, a conclusion is needed to close this topic, with emphasis
centered on the particular vision one has about the issue. See again the
essay by Castellanos, taking into account the formal objection previously stated.
3.3.2. In the second case, when a question was raised and then an answer was provided.
explanations and the path for his discernment was enriched, it must be drafted a
conclusion where, among other characters that will be explained in practice,
necessarily the question is resolved, that question(s) will be answered.
admired and cited essay by Martí, which began with the question transcribed above,
after a thorough defense of Americanism (read Latin Americanism),
concludes by saying...
And let the defeated pedant be silent; for there is nothing in which a man can have more pride than
"in our painful American republics" (understood as Latin American) (ibid. p.3).
The same can be observed, and even more clearly, because they were drafted applying
this technique, in other attachments prepared by participants from various workshops where it
has exposed the feasibility of our proposals.
3.3.3. If the case was chosen in which a problem is presented and explained and exemplified
subsequently, a conclusion should be chosen where a solution is offered. If
this is not to be had, at the very least it should call for reflection so that it is
a path found. An example could be the essay that I proposed, in the introduction, the
pollution problem. The development should thoroughly describe the dangers of
this disease and in the conclusion propose a solution to avoid such a terrible scourge or,
if not, raise awareness about the need to combat it by everyone
the media. One variant could be one in which it is posed as a generalization: The
pollution in the world. Then a particularization: The pollution in Venezuela. And,
finally, the aforementioned solution.
3.3.4. If the introduction dealt with the background of the topic to be addressed and the development
it explained the situation that this topic has in the present, the conclusion should revolve around
how the future will be. This way the panoramic view will be completed
temporal mentioned at the beginning. It is always important to remember that this future is the assessment
who writes the essay. It does not have to be a universal, univocal, and fatal future.
(understand here the word fatal as what has to happen).
3.3.5. In the case of defining terms, it is recommended - after it has been
developed the corresponding development and already expressed in the indicated section – a
conclusion where the terms proposed by the author of the essay appear.
These must be different from those studied in the theoretical framework. If they are not different, they
It must be noted that, for significant reasons, the employees are shared by one.
or several of the cited authors.
3.3.6. For the essay that has as its procedure the application of the dialectical method,
the conclusion will inevitably be the synthesis. This means, the demonstration that
a proposition against the existing will result in a superior product than the
replacing and the replaced. This is upheld, based on the assertions of
Burlatsky, Krombet et al. (1981):
The law of the negation of the negation is, therefore, an expression of the unity of character.
progressive and cyclical of the modification and development of the phenomena of all
reality... (p.84).
or as explained later:
The development of human knowledge also occurs in a cyclical manner: from
the living contemplation to abstract thought, and from this to practice, which brings us back to
the living contemplation, but already in synthesis with the results of thought
abstract...(p.85).
In the same vein, the criterion that synthesis never leads to
go back to the antithesis, which was the negation of the thesis. For this reason, he was also right.
Heraclitus when he said that we do not bathe twice in the same river.
To conclude this theoretical approach, it is worth noting here that the most important thing
in the application of the essay technique, for the improvement of school writing, or
in the direct process of acquiring good writing habits, it involves achieving
the textual coherence of the product being developed, in the same way as its
thematic cohesion. Participants will feel that the objective has been achieved to the extent
that they begin to see that their exercises can be evaluated in light of these
parameters that respond to a good practice of their communicative skills. By
on their part, the possible facilitators of this theoretical construct will observe that, under their
driving, each introduction will generate the appropriate development and this, in turn, the
relevant conclusion.
Thus, without explicitly mentioning the words that designate each part of a
essay, they will have to grasp it in their reading, which will provide an organization
didactics of the proposed essay. Only to that extent will we contribute to improvement
of the linguistic communication of the students. And, consequently, of their ability
verbal.
In summary, what has been discussed in this format can be summarized as follows
sketch
3.1. Introduction
Statement of a topic.
Raising a question.
Statement of a problem.
Background of the topic to be addressed.
Definition of terms.
Application of the dialectical method.
2. Development
3.2.1 Expansion of the topic, through explanations, reiterations, comparisons.
enunciations, exemplifications.
3.2.2. Same procedure but with the question.
3. Explanation and
Example of the problem.
4. Presentation on the topic in the present tense.
5. Description, explanation, and critique of the different models that address the category in
reference.
6. Dialectical model: Antithesis or negation.
3. Conclusion
3.3.1. Expression of a closing idea and the emphasis of the personal position of the essayist.
2. Proposal for the question.
3. Solution to the problem or open ending, to prompt reflection in the readers.
4. Indication of the future of the studied object.
5. Proposal of new terms or reasoned integration of already existing terms.
6. Infer a demonstrative synthesis of the struggle of opposites and that overcomes them.
previous dialectical categories.
3. It is firmly believed, and this has been confirmed in practice, that a methodology like
this can help the participant overcome obstacles that they may have faced
presented in written communication. Similarly, for language teachers who
apply it, a way is offered to initiate your students in achieving a
coherent, logical, organized writing. Similarly, it can be used for
continue developing the study of the paragraph, of punctuation marks, of aspects
editorials such as the use of short periods and other formal characters. Others
It should be pointed out that, as on other occasions, the methodology is developed from
open manner. The participant will be able to enrich it with their experiences.
4. In what could be called a second stage of this material, here is made
public some results achieved during the practice. The instrument has been applied,
as specified at the beginning, in its diagnostic phase, in Basic Education students
and of Diversified Media. In groups that could be considered as control groups, there
has completed courses in Spanish Language (Pedagogical Institute of Caracas), of
Language and Communication (First semesters of National University Institutes)
of Penitentiary Studies and Fire Technology, respectively. Likewise
format, in the subject Applied Linguistics (sixth semester of Language and Literature in the
IPC) and in groups of colleague teachers of Spanish and Literature from the interior of the country.
In these last ones, under the sponsorship of the Teachers' College of Venezuela.
In each of these environments, after having done a detailed reading and
index of the theoretical approaches explained in the first part of this
dissertation, it is suggested to develop own essays applying the methodology
exposed. At that moment, a second theoretical construct is created that behaves
as a kind of guiding script. The fundamental reason was that many
Sometimes our students choose the path of least effort. A typical example and
recalled during practice, it is the one in which after starting a written document with a
indentation, write a single sentence and put a paragraph break, it is thought to have been written
a paragraph, regardless of the content or other formal characters.
Thus, to avoid products of this nature, the organization has been conceived.
structural aspects that, in our view, each part of the essay should have. Such
structures would be integrated as outlined below.
5.1. In the introduction, it has been anticipated that the fundamental idea, around which it will revolve
essay, it should be placed last and will correspond to the approach. This
it will clarify the type of essay that has been chosen. Now, in order to achieve a greater
preparation, in order to discern what is to come, it has been proposed that this
introduction should have at least six units of communication. These can
also referred to as expressions with complete meaning, grammatical sentences, phrases,
periods, etc. The name doesn't matter much. What should be relevant is that the
students identify them as expressions with which a micro-act can be carried out
communicative. The mentioned units will semantically address the following:
5.1.1. Expression of a general idea. This will be the reference for what will be done.
later. For example, if an essay has been written about an aspect of some
level or some modality of education, one could begin with the definition of the
process as such.
5.1.2. Indication of a less general idea. This will begin to narrow down the framework.
conceptual of what was said earlier. Following the paradigm outlined above,
we could exemplify it this way.
For its part, special education, one of its modalities aims to address
differently to those individuals unable to adapt to other levels of the
educational system.
5.1.3. Indication of an Update. Its purpose is to locate the test in
the historical moment or on the geographical plane (or both at once), where it is going to
develop the exhibition. E.g.
However, today in Venezuela, an interesting movement is taking shape that
advocates that, at least those who suffer from mild intellectual disability, be included in
the current school.
5.1.4. Elocution of an example. Through this idea, it can be glimpsed how
it will be the development. Here the topic, problem, etc. that is offered can be specified.
a personal perspective. This idea can be written with one, two, three, or even more units
of communication. See these examples:
Nevertheless, there are those who oppose this consideration, although it has
The number of those who support the egalitarian conception has increased.
However, opposing positions have emerged; there are those who believe that delays
mild mental disabilities should continue in their special schools to avoid stigmatization
by their peers, as opposed to those who advocate for equal treatment (with
two sentences.
However, opposing positions have emerged. Some believe that the delayed
mentally disabled individuals must continue in their special schools, to avoid stigmatization by
part of their colleagues. Others believe it is time to proceed with integration,
especially in the less advantaged economic strata (in three sentences)
Another importance that the illustrative example has is that it is the first
indication that will alert about the formal characteristics of the development. Fundamentally
about the number of paragraphs it will contain.
5.1.5. Statement of... This is where one finds, precisely, what has been
considered as the central idea of the essay to be written and which—as we have already noted—
we have preferred that it appears in the last place. This means that in this unit of
communication will be the approach to the topic, the question, the problem, the
antecedent, the category to be defined or the dialectical thesis. It will also include the second
indication for the guidance of development, as will be explained later. Now then,
continuing with the topic that has been exemplified and continuing with the
methodological recommendations, the first three forms are offered as they could
appear this last part of the introduction. See the first one:
As can be inferred, the education of mildly retarded individuals is a topic that should be
to grant special care, in order to contribute to the best educational outcome for
who are in those conditions. (problem statement).
The second could appear like this:
Given this dual solution and as Venezuelans interested in the educational issue
of the country, what should be our position on this matter? (Proposal of a
interrogative) .
The third could be this:
Taking into account the criteria previously outlined, a necessity arises for a
solution, or at least a position taken, by all stakeholders in the
educational problems of the country. (Statement of a problem).
5.2. Regarding development, participants have only been asked to
maintain some organizational aspects, such as those listed below:
5.2.1. Each topic or collateral theme should be addressed in a separate paragraph. This helps to
achieve the longed-for textual coherence that is aspired to. As has been advised
higher up, it is advisable to pay attention to what was referred to in the introduction
exemplification. It should be remembered that in this case, the vast majority of the time, there is the
first clue for the development of this second part of the essay structure.
5.2.2. Each paragraph should preferably be introduced by a connector of the type
of what has been called topic indicators (As for... Regarding...
relationship with... Regarding...). This information will be expanded later.
5.2.3. The number of communication units in each of the paragraphs that
the development must be greater than what we use to write both the
introduction as the conclusion. The reason is obvious, since in the development is the
medullary body of the essay. As another methodological suggestion, it is proposed that for
any of the proposed introduction cases to develop the essay on the
special education, its developments should contain two paragraphs. One will be for
expand, explain, exemplify, etc. the thesis that supports the mentally challenged
students must remain in their special educational units. The other to lecture
about the opposing thesis, which argues that they should be integrated into basic education, so that
do not grow up in a separate world.
