Teoría discursiva ciclo II 2018-1

2.  In this presentation we can consider that at the
time of writing and impact the public or the
recipient, who will investigate how good is the
text and the purpose of its impact at the time of
being drafted in different scenarios, a
paragraph as mentioned by experts as Adam
(1992) and Charaudeau (1992) have described
regular organizational schemes that are
divided into those classified in textual
sequences or characteristic ways of structuring
the content of a text and we will mention them
here

3.  This indicates the sequence and the order that all the
facts occur.
 Example:To get to my apartment, you must leave your
house, cross Av. Industrial Revolution, go down to the
subway, and take the train that goes in the direction of
the higher music school; you must get off at the
hippodrome station, and walk along Av.
Independencia in a northbound direction; When you
get to the nurseries street, you enter it and walk to the
Caoba building, you pass by and tell the attendant that
you come from me, you identify yourself and tell him
that you will go to the party organized in department
115; I'll let you know and I'll see you on the intercom,
and there I'll tell you what you can do.

4.  It is described following a logical standard,
such an object, person or an event.
 Example: The house where they employed me
was full of furniture, paintings, figurines, ferns
with marble columns, but those ornaments
could not hide the moss that grew in the pipes,
the walls stained with moisture, the dust of
years accumulated under the beds and behind
the cabinets. Everything seemed dirty to me.

5.  The information is more extensive and detailed on
the subject that is exposed.
 Example: The oldest society of all, and the only
natural one, is that of a family; and even this
society is the children will only persevere with
their father all the time they need for their
conversation. From the moment this need ceases,
the natural bond dissolves. The children, free from
obedience due to the father, and the father, exempt
from the citizens who owed the children, also
recover their independence, If they continue
united, it is no longer of course, but by their will;
and the family itself is not maintained but a
convention.

6.  Intends to inform the subject developed.
 Example: Analytical chemistry is not usually an
end in itself, but part of something broader,
such as the use of analytical results to maintain
or improve health in patients, control the
concentration of mercury in fish, regulate the
quality of a product, determine the state of a
synthesis or inquire if life exists on Mars or not.
Chemical analysis is the measuring tool of all
these examples and many others.

7.  Try to persuade or convince by reasons or facts
what is affirmed or denied.
 Example: In a recent talk, before students and
parents of a Cupey school, the writer Magali
Garcia Ramis said something very true about
the reading habit. She said that children could
not get used to reading in a home where they
never saw their parents with a book in their
hands, especially if, above, they noticed that
those parents were doing well in life.

8.  It tells how events occur in a given time.
 Example: Miriam was excited, her dream of being
the perfect wife seemed to come true. The children
at school, her husband at work and her laboriously
ordering the house. The clean and perfumed
bathroom, the dazzling and regal curtains, the
ready bed , the shiny floor and the kitchen, and the
kitchen! With those fragrances and seasonings
flooding the mansion in the form of a castle; It was
his golden dream come true. But still I was not
happy.

9.  Indicates differences and similarities between two
or more objects, events or any phenomenon.
 Example: The exercises within the sports centers
are divided into two, aerobic and anaerobic, of
which you have to comrade and / or distinguish
them because the benefits of both types of
exercises produce different types of benefits, plus
they can be mixed at a given time .As aerobic
exercises are those that are aimed at people with
rapid movements and have more heart benefits
while anaerobic exercises can be applied more to
muscle growth that forces you to grow to resist
weight.

10.  Presents a fact or thing that has caused it or the causes
that may result from it.
 Example: This is a viral infection that is spread by
infected saliva from one animal to another, its infection
occurs mainly by the bite of animals, initially bats or
vampires that are carriers and infect animals such as
foxes, dogs and even cats or mice .
This affects the brain and had no way to heal, but
finally the solution was found by Dr. Luis Pasteur, who
discovered that by killing the virus and infecting the
body, it could produce immunity and stop the infection
muscle that forces him to grow to resist weight.

11.  The main idea is placed at the beginning. To build it,
we start with a generalization and then present specific
cases
 Example: God is love and love is a verb, therefore, God
is love. In us since before the foundation of the world,
everything was part of his plan. He knew that man
would yield to the temptation of the evil one and that's
why he sent his only son, Jesus Christ, to become one
of us and to incarnate in a man born from the womb of
a woman so that at the end of his short 33 years he
would die on a cross in order to redeem our sins. His
only son had to pay for the disobedience of a whole
world only for those who believe in him to be saved.
That is love

12.  The main idea is placed at the end, starting
from specific cases to reach a generalization
that concludes what was stated.
 Example: The human being is proud nature, we
mock that we can do and achieve things that
other human beings can not. As if it were some
power or special ability that distinguishes us
from the rest. And that's why we are worthy of
admiration, nothing more away from reality:
we are from dust and dust we will return.
Everyone equally.

13.  Each of the texts described here are of a fairly
broad importance, they express different ideas,
and different perspectives of an event or event in
specific, this leads to interact with the semantic or
cognitive part of a text, being communicative,
therefore socially active and comprehensive. In a
certain communication situation you see what
kind of information is related to each part. For
example, those previously seen. Finally, taking
into account the types of text, in development and
comprehension, it has been possible to determine
cognitive and metacognitive strategies for the
development of competences.

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