1. COMISION 1 – INGLÉS 2012
Prof. Schlak & Lenain Acosta
Text 9: Abstracts
ANTICIPATING & PREDICTING:
1. ¿Qué tipo de texto va a leer? ¿A qué institución/publicación pertenece?
2. ¿Qué clase de información encontrará en este texto?
3.
International Headlines 3.0: Exploring Youth-Centered Innovation in Global News
Delivery
Rachel Cadwell, Montana University
Traditional news media must innovate to maintain their ability to inform contemporary
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audiences. This research project analyzes innovative news outlets that have the potential to
draw young audiences to follow global current events. On February 8, 2011, a Pew Research
Center Poll found that 52 percent of Americans reported having heard little or nothing about
the anti-government protests in Egypt. Egyptians had been protesting for nearly two weeks
when this poll was conducted. The lack of knowledge about the protests was not a result of
scarce media attention. In the United States, most mainstream TV news sources (CNN, FOX,
MSNBC, ABC) ran headline stories on the protests by January 26, one day after the protests
began. Sparked by an assignment in International Reporting J450 class, we selected 20
innovative news outlets to investigate whether they are likely to overcome the apparent
disinterest of Americans, particularly the youth, in foreign news. Besides testing those news
outlets for one week, we explored the coverage and financing of these outlets, and we are
communicating with their editors and writers to best understand how and why they publish
as they do. We will evaluate them, following a rubric, and categorize them based on their
usefulness and effectiveness.
READING
1. LEA y MARQUE primero las palabras transparentes y las que ya conoce en inglés, luego las que
reconoce por su terminación como sustantivo o adjetivo. Luego proceda a marcar las frases nominales
distinguiendo sustantivos y adjetivos e intente reconocer los verbos. Por último, intente responder la
pregunta 2 sin usar el diccionario
2. IDENTIFIQUE en cada abstract o resumen a) el título (que describe el tema o problema que aborda),
b) el tema o problema c) la disciplina o campo disciplinar en el que se inscribe el abstract, d) los
fundamentos o marco teórico (describe qué es el tema), e) los objetivos, propósitos o metas del
trabajo / de la investigación, f) los resultados o conclusiones
3. USE el diccionario para verificar el significado de algunas palabras y corroborar si las respuestas a las
preguntas anteriores son correctas.
4. ENCIERRE con un círculo  los pronombres que aparecen en el texto e INDIQUE con una flecha
 a qué palabra o frase se refieren
POST –READING & STUDY
1. Marque las palabras o frases que le permitieron encontrar el tema, el objetivo, los
resultados, la metodología de trabajo, etc.
2. Cohesión: existen palabras que marcan la transición entre una idea y otra expresada a veces en una
sola oración, otras entre oraciones o entre párrafos. Podríamos definirlas como la goma que une todas las
partes del texto y que nos dan claves para leer y buscar información más eficientemente. Esas palabras como
elementos que nos indican en qué sentido discurre el argumento del autor, pueden agregar información, dar
un ejemplo, marcar una oposición, conseción, contraste, un resultado, resumir, etc.

2. COMISION 1 – INGLÉS 2012
Prof. Schlak & Lenain Acosta
2
EXTRA READING PRACTICE 1
Kenneth Tait Andrews, ‘Freedom is a constant struggle’: The dynamics and consequences of
the Mississippi Civil Rights Movement, 1960-1984″ Ph.D. State University of New York at
Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998
This dissertation examines the impacts of social movements through a multi-layered study
of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early
1980s. By examining this historically important case, I clarify the process by which
movements transform social structures and the constraints movements face when they try
to do so. The time period studied includes the expansion of voting rights and gains in black
political power, the desegregation of public schools and the emergence of white-flight
academies, and the rise and fall of federal anti-poverty programs. I use two major
research strategies: (1) a quantitative analysis of county-level data and (2) three case
studies. Data have been collected from archives, interviews, newspapers, and published
reports. This dissertation challenges the argument that movements are inconsequential.
Some view federal agencies, courts, political parties, or economic elites as the agents
driving institutional change, but typically these groups acted in response to the leverage
brought to bear by the civil rights movement. The Mississippi movement attempted to
forge independent structures for sustaining challenges to local inequities and injustices. By
propelling change in an array of local institutions, movement infrastructures had an
enduring legacy in Mississippi.
EXTRA READING PRACTICE 2
Echoes from the Underground
Lizbet Barnes
European and American Literature, UCLA
Friedrich Nietzsche notably referred to the Russian novelist Fyodor Dostoevsky as “the only psychologist from whom I
have anything to learn.” Dostoevsky’s ability to encapsulate the darkest and most twisted depths of the human psyche
within his characters has had a profound impact on those writers operating on the periphery of society. Through research
on his writing style, biography, and a close reading of his novel Notes from the Underground I am exploring the impact of
his most famous outcast, the Underground Man, on counterculture writers in America during the great subculture upsurge
of the 1950s and 60s. Ken Kesey, Allen Ginsberg and Jack Kerouac employ both the universal themes expressed by the
Underground Man as well as more specific stylistic and textual similarities. Through my research I have drawn parallels
between these three writers with respect to their literary works as well as the impact of both their personal lives and the
worlds that they inhabit. The paper affirms that Dostoevsky has had a profound influence on the geography of the
Underground and that this literarytopos has had an impact on the writers who continue to inhabit that space.
Memoirs of Genocide: From Poland to Sudan
Jasmine Angelini-Knoll
Under the direction of Dr. Kenneth Waltzer, Jewish Studies Program

3. COMISION 1 – INGLÉS 2012
Prof. Schlak & Lenain Acosta
For this project, related to my research assistance for Dr. Kenneth Waltzer in his work on "The Rescue of Children and
Youth in Buchenwald," I will look at several different memoirs rooted in experiences of mass violence undergone by
children and youth. I want to draw parallels between memoirs of youthful survivors who lived through the Nazi Holocaust in
Europe, and the “Lost Boys,” who survived recent violent conflict in Sudan. My sample of memoirs includes works in
French by Polish Jewish boys who survived the Holocaust in ghettos and work camps, finally winding up in Buchenwald.
The Sudanese memoirs trace the paths of boys as they fled from destroyed homes to refugee camps. They are written in
English, often involving the collaboration of American authors. Besides engaging each story individually, the exploration of
these works urges broader questions about memory of horrific violence. How is memory presented and organized in
memoir? What is emphasized and why? What are the motivations for speaking as witnesses of horror and survivors of
violence? What are the implications of personal memoir for the larger task of preventing violence and genocide? These
stories are diverse—they take place in worlds and times apart, they involve different actors and contexts. Yet they are also
connected, involving experiences by youth of mass violence, survival, and finally efforts to represent memory years later 3
as warning, as remembrance, and as an effort to help others understand.