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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
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“Mind in Society”. Cambridge. MIT Press.
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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
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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.
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