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Discurso Academico 2

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Discurso Academico 2

  1. 1. <ul><li>WRITING: </li></ul><ul><li>A TOOL TO EXPRESS </li></ul><ul><li>YOUR KNOWLEDGE </li></ul><ul><li>FUNDADESARROLLO, </li></ul><ul><li>February, 2007 </li></ul><ul><li>BEATRIZ MANRIQUE U. </li></ul>
  2. 2. WORKING WITH THE FIRST STEP OF THE PROCESS
  3. 3. <ul><li>THINK ABOUT SOME INFORMATION YOU WANT TO SHARE ABOUT YOUR FIELD OF WORK. </li></ul><ul><li>GIVE THE SAME INFORMATION TO 5 DIFFERENT PEOPLE, EACH TIME THE PERSON CHOSEN WILL HAVE A DIFFERENT ROLE: </li></ul><ul><li>YOUR WIFE/HUSBAND </li></ul><ul><li>A FRIEND, WHO HAS A DIFFERENT FIELD OF KNOWLEDGE </li></ul><ul><li>YOUR LITTLE SISTER/BROTHER/SON/… </li></ul><ul><li>YOUR FATHER/MOTHER </li></ul><ul><li>A COLLEGUE </li></ul>
  4. 4. <ul><li>WHAT IS COMMUNICATION? </li></ul><ul><li>HOW DO WE COMMUNICATE? </li></ul><ul><li>WHAT ARE THE THINGS WE NEED TO CONSIDER WHEN WE COMMUNICATE BY WRITING? </li></ul><ul><li>HOW WOULD YOU DEFINE COMMUNICATION IN WRITING LINK TO THE PURPOSE AND THE AUDIENCE? </li></ul>
  5. 5. COMMUNICATION IS… DEFINING AND DESCRIBING SPECIFICALLY AND ACCURATELY, RELATING THE UNFAMILIAR TO THE FAMILIAR AND EXPLAINING “HOW TO” DO A PARTICULAR TASK.
  6. 6. <ul><ul><li>PRE – WRITING </li></ul></ul><ul><li>a. PURPOSE OF YOUR WRITING </li></ul><ul><li>b. POSSIBLE AUDIENCE/READERS </li></ul>
  7. 7. GUIDELINES TO AUDIENCE ANALYSIS <ul><li>Audience description? (age, education, interests, status) </li></ul><ul><li>Audience attitude towards the topic? </li></ul><ul><li>Audience previous knowledge? </li></ul><ul><li>What does it need/want to know? </li></ul><ul><li>What questions must/might I answer about the topic? </li></ul><ul><li>What do I expect the audience to think/do/feel? </li></ul>
  8. 8. <ul><li>POSSIBLE AUDIENCE : </li></ul><ul><li>Who will read my paper? </li></ul><ul><li>My teachers/colleagues? </li></ul><ul><li>Specialists? </li></ul><ul><li>Other students? </li></ul>
  9. 9. BASIC PURPOSES <ul><li>Explain (educate, inform) </li></ul><ul><li>Persuade (convince/ change reader's mind) </li></ul><ul><li>Entertain (amuse) </li></ul>
  10. 10. READ THE TEXT GIVEN AND INDICATE THE AUDIENCE AND ITS PURPOSE/S Darwin’s theory stated that evolution can change one type of organism into another. He also thought the father’s contribution “blended” with the mother’s, and that a trait which supports survival would become reproductively dominant over time. Darwin did not have a clear understanding of the laws of inheritance of such traits, because they were discovered a few years earlier by an Austrian monk, Gregor Mendel. In the 1900, geneticists incorporated Mendel’s four laws of inheritance into Darwin’s theory.
  11. 11. They called the new theory “neo-Darwinism” in which the individual units of inheritance were dormant from one generation to another. For example , when Mendel crossed a pea plant having round seeds with one having wrinkled seeds, all the offspring in the first generation were round peas, not “blended.” The wrinkled seed gene was present, suppressed by the dominant round-seed gene. However, wrinkled peas appeared in one-quarter of the offspring in the second generation. Blended traits do not exist. Now we know that mutations cause chemical changes to genes.
  12. 12. <ul><li>THINK ABOUT YOUR RESEARCH AND PROPOSE AT LEAST THREE DIFFERENT PURPOSES TO GENERATE THREE DIFFERENT PAPERS. </li></ul><ul><li>CHOOSE AT LEAST 3 ARTICLES/ PAPERS YOU NEED TO READ FOR YOUR RESEARCH AND DETECT THE PURPOSE IN EACH ONE AS WELL AS THE AUDIENCE. </li></ul>

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