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Parte 3: Elementos que dan TEXTURA al Tipo de Texto EXPLICATIVO CONSECUENCIAL (Consequential Explanation) Contenidos de la Unidad 4: Texto Explicativo CONSECUENCIAL Parte 1. Propósito Social del Tipo Textual EXPLICACIÓN CONSECUENCIAL Texto 1 “The effect of physical and chemical aerosol properties on climate” Texto 2 “Clinical Consequences of Radiation Exposure: Type of Radiation and Dose Rates” Texto 3 “Genetically Modified Organisms (GMO): Harmful Effects of the Agent” Group Work 1 and Comments Parte 2. Estructura esquemática del Tipo de Texto Explicativo Consecuencial 2.1. Partes de la estructura esquemática Group Work 2.1 2.2: Función que cumple cada una de las partes de la estructura esquemática Pair Work 2.2 Individual Work 2.3 Parte 3: Elementos que dan Textura al Tipo de Texto Consequential Explanation 3.1. El Sujeto más frecuente en la Oración Identificatoria General del Texto Explicativo Consecuencial. Group Work 3.1 3.2 Conjunciones más frecuentes utilizadas en el Texto Explicativo Consecuencial. Pair Work 3.2 Individual Work 3.3 Parte 4: Aspectos Léxico-gramaticales del Texto Explicativo Consecuencial 4.1 Conectores más frecuentes en el Texto Explicativo Consecuencial 4.2. Verbos más frecuentes en el Texto Explicativo Consecuencial 4.3. Cláusulas más frecuentes en el Texto Explicativo Consecuencial Group Work 4.1 Pair Work 4.2 Individual work 4.3 Individual work 4.4 EVALUACIÓN FINAL Tarea Final 1: Actividad Individual Resumen de la Unidad Bibliografía Anexo Sitios donde se puede encontrar información sobre el Tema estudiado. Sitios donde se pueden encontrar ejemplos del Tipo Textual Explicativo Consecuencial en inglés. Glosario de términos usados en la Unidad. Parte 3: Aspectos Textuales del Tipo de Texto Explicativo Consecuencial (Elementos que dan TEXTURA al Tipo de Texto Explicativo Consecuencial) La TEXTURA de un texto es lo que une a las cláusulas individuales en núcleos de significado que se distribuyen en todo el texto. A través de la textura las cláusulas individuales se unifican en una unidad completa cohesiva de significado, es decir, en un texto. Los elementos más importantes que le dan textura al Texto Científico Explicativo Consecuencial son: EL SUJETO de la Oración Identificatoria General. La CONJUNCIÓN DE CAUSA-EFECTO. 3.1. El Sujeto de la Oración Identificatoria General del Texto Explicativo Consecuencial. Concentrémonos en el sujeto de la oración clasificatoria general del Texto Explicativo Factorial. Veamos este aspecto en el Texto 1 “The effect of physical and chemical aerosol properties on climate”. Pair work 3.2 ¿Cuál es el sujeto en la oración identificatoria general en el Texto 1? Resaltarlo con amarillo en el texto. ………………………………………………………………………….... TEXT 1: Atmos. Chem. Phys., 6, 2593–2649, 2006 www.atmos-chem-phys.net/6/2593/2006/ Atmospheric Chemistry and Physics The effect of physical and chemical aerosol properties on climate G. McFiggans1, P. Artaxo2, U. Baltensperger3, H. Coe1, M. C. Facchini4, G. Feingold5, S. Fuzzi4, M. Gysel1,3, A. Laaksonen6, U. Lohmann7, T. F. Mentel8, D. M. Murphy9, C. D. O’Dowd10, J. R. Snider11, and E.Weingartner3 Aerosol particles affect the radiation balance of the atmosphere in a number of ways. They scatter and absorb incoming shortwave radiation and absorb outgoing longwave radiation (the “aerosol direct effect” McCormick and Ludwig, 1967; Charlson and Pilat, 1969; Haywood and Boucher, 2000, Charlson et al., 1992). Aerosol particles that act as cloud condensation nuclei cause changes in droplet number affecting the albedo and persistence of clouds; these are respectively termed the “Twomey (first) and the cloud lifetime (second) aerosol indirect effects” (Warner, 1968; Twomey, 1974; Albrecht, 1989; Liou and Ou, 1989; Lohmann and Feichter, 2005). The Twomey effect refers to the aerosol induced increase in cloud number droplet for a constant liquid water content whereas the cloud lifetime effect is a result of the reduced precipitation efficiency of the more numereous smaller cloud droplets. Absorbing aerosol has also been shown to cause local warming of the atmosphere, which may result in stabilisation of the sub-cloud layer, and large-scale burn-off of clouds. This has been termed the “semi-direct effect” (Fischer and Grassl, 1975; Hansen et al., 1997; Ackerman et al., 2000; Johnson et al., 2004). 3.2. Conjunciones que indican una relación de causa – efecto en el Texto Explicativo Consecuencial. Hemos observado que el sujeto de la oración identificatoria general del texto explicativo consecuencial se refiere al fenómeno que será explicado a continuación en el texto. El recurso más importante utilizado para darle TEXTURA a un TEXTO EXPLICATIVO CONSECUENCIAL es la CONJUNCIÓN DE CAUSA-EFECTO. Veamos ahora qué conjunciones se utilizan en el Texto 1 para indicar las relaciones de causa – efecto que permiten explicar las consecuencias o efectos producidos por el fenómeno del cual trata el texto. Observemos nuevamente el Texto 1 donde se han resaltado estas conjunciones. Pair work 3.2 Identifique las conjunciones que indican una relación de causa y efecto y resáltelas con color amarillo en el Texto 2. TEXT 2: THE NEW ENGLAND JOURNAL OF MEDICINE n engl j med 364;24 nejm.2334 org june 16, 2011 Short-Term and Long-Term Health Risks of Nuclear-Power-Plant Accidents John P. Christodouleas, M.D., M.P.H., Robert D. Forrest, C.H.P., Christopher G. Ainsley, Ph.D., Zelig Tochner, M.D., Stephen M. Hahn, M.D., and Eli Glatstein, M.D. Clinical Consequences of Radiation Exposure Type of Radiation and Dose Rates At a molecular level, the primary consequence of radiation exposure is DNA damage. This damage will be fully repaired or innocuous or will result in dysfunction, carcinogenesis, or cell death. The clinical effect of radiation exposure will depend on numerous variables, including the type of exposure (total or partial body exposure vs. internal or external contamination), the type of tissue exposed (tissue that is sensitive to radiation vs. tissue that is insensitive), the type of radiation (e.g., gamma vs. beta), the depth of penetration of radiation in the body (low vs. high energy), the total absorbed dose, and the period over which the dose is absorbed (dose rate). The type of radiation and the dose rates that are involved in a reactor accident would typically be very different from those seen in the detonation of a nuclear bomb, which is why the biologic consequences of these events may differ substantially. Radiation exposure can potentially result in short-term and long-term effects in every organ system in the body. Comprehensive reviews of the literature on radiation exposure have been produced by the International Atomic Energy Agency and the World Health Organization. In this review, we focus on the two potential outcomes of radiation exposure that have garnered much of the media attention in the wake of the ongoing crisis in Fukushima: acute radiation sickness and increased long-term cancer risks. Acute Radiation Sickness and Its Treatment: When most or all of the human body is exposed to a single dose of more than 1 Gy of radiation, acute radiation sickness can occur. Increased Long-Term Cancer Risks: Although exposure to nuclear-reactor fallout does not cause acute illness, it may elevate long-term cancer risks. See Key to Pair Work 3.2 Individual Work 3.3 Now, work alone! Complete the following activity taking into account the causes and effects as stated in Text 2 and Text 3. Translate the conjunctions provided: CAUSE CONJUNCTION EFFECT the primary consequence will result in can (potentially) result in two potential outcomes when does not cause If could cause produce do not produce could cause could cause causing could cause If so EFFECT CONJUNCTION CAUSE the effect of will depend on could result from effects when TEXT 3: Genetically Modified Organisms (GMO) Harmful Effects of the Agent Genetically modified organisms (GMO’s) are a broad group of plants, animals, and bacteria that are engineered for a wide variety of applications ranging from agricultural production to scientific research. The types of potential hazards posed by GMO’s vary according to the type of organism being modified and its intended application. Most of the concern surrounding GMO’s relates to their potential for negative effects on the environment and human health. Because GMO’s that could directly affect human health are primarily products that can enter the human food supply, this website focuses on genetically modified food. To date, the only types of products that have been approved for human consumption in the U.S. are genetically modified plants (FDA website). All genetically modified foods that have been approved are considered by the government to be as safe as their traditional counterparts and are generally unregulated (FDA website). However, there are several types of potential health effects that could result from the insertion of a novel gene into an organism. Health effects of primary concern to safety assessors are production of new allergens, increased toxicity, decreased nutrition, and antibiotic resistance (Bernstein et al., 2003). Food Allergy Food Allergy affects approximately 5% of children and 2% of adults in the U.S. and is a significant public health threat (Bakshi, 2003). Allergic reactions in humans occur when a normally harmless protein enters the body and stimulates an immune response (Bernstein et al., 2003). If the novel protein in a GM food comes from a source that is known to cause allergies in humans or a source that has never been consumed as human food, the concern that the protein could elicit an immune response in humans increases. Although no allergic reactions to GM food by consumers have been confirmed, in vitro evidence suggesting that some GM products could cause an allergic reaction has motivated biotechnology companies to discontinue their development (Bakshi, 2003). Increased Toxicity Most plants produce substances that are toxic to humans. Most of the plants that humans consume produce toxins at levels low enough that they do not produce any adverse health effects. There is concern that inserting an exotic gene into a plant could cause it to produce toxins at higher levels that could be dangerous to humans. This could happen through the process of inserting the gene into the plant. If other genes in the plant become damaged during the insertion process it could cause the plant to alter its production of toxins. Alternatively, the new gene could interfere with a metabolic pathway causing a stressed plant to produce more toxins in response. Although these effects have not been observed in GM plants, they have been observed through conventional breeding methods creating a safety concern for GM plants. For example, potatoes conventionally bred for increased diseased resistance have produced higher levels of glycoalkaloids (GEO-PIE website). Decreased Nutritional Value A genetically modified plant could theoretically have lower nutritional quality than its traditional counterpart by making nutrients unavailable or indigestible to humans. For example, phytate is a compound common in seeds and grains that binds with minerals and makes them unavailable to humans. An inserted gene could cause a plant to produce higher levels of phytate decreasing the mineral nutritional value of the plant (GEO-PIE). Another example comes from a study showing that a strain of genetically modified soybean produced lower levels of phytoestrogen compounds, believed to protect against heart disease and cancer, than traditional soybeans (Bakshi, 2003). Antibiotic resistance In recent years health professionals have become alarmed by the increasing number of bacterial strains that are showing resistance to antibiotics. Bacteria develop resistance to antibiotics by creating antibiotic resistance genes through natural mutation. Biotechnologists use antibiotic resistance genes as selectable markers when inserting new genes into plants. In the early stages of the process scientists do not know if the target plant will incorporate the new gene into its genome. By attaching the desired gene to an antibiotic resistance gene the new GM plant can be tested by growing it in a solution containing the corresponding antibiotic. If the plant survives scientists know that it has taken up the antibiotic resistance gene along with the desired gene. There is concern that bacteria living in the guts of humans and animals could pick up an antibiotic resistance gene from a GM plant before the DNA becomes completely digested (GEO-PIE website). It is not clear what sort of risk the possibility of conferring antibiotic resistance to bacteria presents. No one has ever observed bacteria incorporating new DNA from the digestive system under controlled laboratory conditions. The two types of antibiotic resistance genes used by biotechnologists are ones that already exist in bacteria in nature so the process would not introduce new antibiotic resistance to bacteria. Nevertheless it is a concern and the FDA is encouraging biotechnologists to phase out the practice of using antibiotic resistance genes (GEO-PIE website). Otras estructuras gramaticales palabras que indican una relación de causa-efecto en inglés pueden consultarse en: “Grammatical Structures indicating Cause and Effect”, in the section “Grammar”. Pair Work 3.4 Trabajando con el programa AntConc y el corpus Explanation Text, buscar 12 ejemplos de diferentes tipos de conjunciones utilizadas para expresar una relación de causa-efecto (consultar la sección GRAMMAR). Extraer las oraciones donde aparezcan y traducirlas. Enviar el trabajo a la Cátedra. This is the end of part 3. You got it!!! Congratulations!!! Evaluación Práctica de la unidad Apéndice Evaluación grupal Autocomprobación de unidad Consequential Explanation Apéndice Autoevaluación GOOD LUCK! BIBLIOGRAFIA 1978. Vygotsky, Lev S. “Mind in Society”. Cambridge. MIT Press. 1989. Jones, J.; S. Gollin; H. Drury; D. Economou. “SystemicFunctional Linguistics and its Application to the T.E.S.O.L. Curriculum” in Hasan, R. & J.R. Martin (Eds.) Language Development: Learning Language, Learning Culture. Meaning and Choice in Language: Studies for Michael Halliday. New Jersey: Ablex Publishing Corporation, p. 269. 1990. Oxford, Rebecca. “ Language Learning Strategies”. Newbury House Publishers. 1990. O’Malley, J. M. & A. U. Chamot. Cambridge University Press. 1993. M.A.K. Halliday and J.R. Martin. “Writing Science. Literacy and Discursive Power”. London: The Palmer Press, pp. 186-189. 1997. Christie, F. & J. R. Martin. “Genre & Institutions” Open Linguistic Series. College of Cardiff. University of Wales. Cassell, London. 2000. Butt, D.; R. Fahey; S. Feez, S. Spinks & C. Yallop. “Using Functional Grammar. An Explorer’s Guide”. Macquarie University NCELTR, p. 238. Sydney, Australia. 2005. Rose, David. “Learning to Read, Reading to LearnScaffolding Academic Literacy- Part 1 Pedagogy.