The following graphic organizer tries to figure out the key concepts of Writing Academic.
馃巻Made by Carrizo Macarena, Fern谩ndez Luz
and Gonz谩lez Eliana.
The information mentioned in the graphic was taken from The University
of Leeds on Academic Writing (Last Visited July 17th, 2020)
Systemic Functional Linguistics (SFL) is an approach that allows us to represent the structure of language at the level of form. During the study, Michael Halliday states that the semiotic resources of the language are developed by how people use them to make meaning, emphasizing the social functions they are put to.
The next Google Slide Presentation is based on the theory about Genre, Text, Grammar: Technologies for Teaching and Assessing Writing
http://linoit.com/users/elianasolgonza/canvases/LEE%20IV
馃搶(I embed the URL of my virtual interactive board because the HTLM does not visualize)⇝⇝ According to SFL, it can examine the inside of the language and it helps us to understand the context and explain the meanings of my productions which were born in pandemic and developed in digital media. In other words, SFL enables me to explore how meanings are represented in context, and this theory focuses on three specific perspectives that allow me to construct and search how meanings are explained since I write or speak in English such as in digital texts, tweets and blogs or a paper.
It is significant to know discourse analysis as a powerful tool that helps us to make sense of written or spoken language. Furthermore, it studies information such as the grammatical aspects and roles that we need to achieve communicative purposes.
Nowadays, as a student, I should not only acquire aspects regarding vocabulary, grammar, and pronunciation, but I also need to know how to use the language in real situations. Additionally, I am a learner and I should learn how to identify the purpose of texts. Due to the fact, I will need to continue exploring the necessary tools to identify the structure of texts in terms of language, genre, functions, form, linguistic features, words, and intentions to lead them to complex analyses of discourses.⇜
The information mentioned in the text was taken from English Lessons with Alex (engVid AlexESLvid). May 19, 2009. Parts of a Paragraph - English Academic Writing Introduction.
馃憞
➽Examples of Topic Sentences
I saw around Velva a release from what was like slavery to the tyrannical soil, release from the ignorance that darkens the soul and from the loneliness that corrodes it. In this generation, my Velva friends have rejoined the general American society that their pioneering fathers left behind when they first made the barren trek in the days of the wheat rush. As I sit here in Washington writing this, I can feel their nearness. (from Eric Sevareid, "Velva, North Dakota")
·Topic Sentence: Many politicians
deplore the passing of the old family-sized farm, but I'm not so sure. is
correct.
·Explanation: Sevareid argues that
farming is destructive as a way of life, no matter what romantic notions are
attached to it. He is not writing about the productivity of farms, about his
own life story ("I grew up on a family-sized farm..."), and his main
point is not that people moved away from the cities in the late nineteenth
century.
The first is the wear-and-tear hypothesis that suggests the body eventually succumbs to the environmental insults of life. The second is the notion that we have an internal clock that is genetically programmed to run down. Supporters of the wear-and-tear theory maintain that the very practice of breathing causes us to age because inhaled oxygen produces toxic by-products. Advocates of the internal clock theory believe that individual cells are told to stop dividing and thus eventually to die by, for example, hormones produced by the brain or by their own genes. (from Debra Blank, "The Eternal Quest" [edited]).
·Topic Sentence: There are two broad
theories concerning what triggers a human's inevitable decline to death. is
correct.
·Explanation: This paragraph is a
straightforward description of two possibilities, neither of which is preferred
over the other. In this case, it would be wrong to mention only one of the
possibilities (the "internal time clock") in the topic sentence, or
to treat it as a philosophical discussion of death itself ("we all must
die..."). As for the biology professor, He or she might very well have
given an interesting lecture, but that has nothing to do with the content of
the paragraph.
The strictest military discipline imaginable is still looser than that prevailing in the average assembly-line. The soldier, at worst, is still able to exercise the highest conceivable functions of freedom -- that is, he or she is permitted to steal and to kill. No discipline prevailing in peace gives him or her anything remotely resembling this. The soldier is, in war, in the position of a free adult; in peace, he or she is almost always in the position of a child. In war, all things are excused by success, even violations of discipline. In peace, speaking generally, success is inconceivable except as a function of discipline. (from H.L. Mencken, "Reflections on War" [edited]).
·Topic Sentence: We commonly look at
the discipline of war as vastly more rigid than any discipline necessary in
time of peace, but this is an error. is correct.
·Explanation: The topic sentence must
emphasize the comparative nature of the paragraph. Mencken does argue that
soldiers need discipline, but this is not all he argues in this paragraph.
Likewise, while soldiers may well serve an important function in wartime, and
while they may well be able to compete well in peacetime, neither of these
points is discussed in the paragraph.
↬The following presentation shows information about the importance of Topic Sentences and Paragraphs in the realization of a text ↫
⇝ Speaking for myself this task was informative. First, it allows me to refresh some special points about the right use of theory with a topic sentence and the organization and further realization of a paragraph. Second, it gives me more tools and knowledge in writing since it lets me think if I am using the information in an adequate form. Due to the fact, a paragraph is not only a group of sentences but it presents, develops, and supports a single idea.
I would like to point out that I made my presentations using differents technological multimedia presentations. I made a google search and I have found two great resources. They are Canva and Emaze. They let me make more dynamic presentations. Also, I am proud of my creations. ⇜
Glenney Boggs, C. (n.d.). Speech acts: Constative and performative - Colleen Glenney Boggs. Retrieved from TED-Ed. Last visited: May 29th, 2020. Available at: https://ed.ted.com/lessons/speech-acts-constative-and-performative-colleen-glenney-boggs#watch
⇝ According to the theory of the British linguist Speech Act by J. L Austin, he developed how messages express speakers' intentions. Thus the words themselves are actions. Consequently, this theory has mentioned that exists a difference between the two separate parts of speech. On the one hand, the constative sentences which describe something true or false. For example, He is the most intelligent student. On the other hand, it is referred to as the performative sentence which is mentioned as the performance of an action. They are sentences that denote or convey an action because they allude to motivate actions rather than relate a message that is why they perform in the Word. Consequently, the performative should have the proper authority, it should be understood, it should be clear and it should be able to be executed. Moreover, If you do not pay attention to the performative, you have to suffer the consequences. That means that constative is and a performative does. For example, I sentence you to death.⇜
How to Cite Sources
] Journal or Magazine Article
Wilcox, R. V. (1991). "Shifting roles and synthetic women in Star Trek:
The Next Generation". Studies in Popular Culture, 13(2), 53-65.
] Journal or Magazine Article
Dubeck, L. (1990). "Science fiction aids science teaching." Physics Teacher, 28, 316-318.
] Newspaper Article
Di Rado, A. (1995, March 15). "Trekking through college: Classes explore modern society using the world of Star Trek." Los Angeles Times, p. A3.
] Article from an Internet Database
Mershon, D. H. (1998, November-December). "Star Trek on the brain: Alien
minds, human minds." American Scientist, 86, 585. Retrieved July 29, 1999,
from Expanded Academic ASAP database.
] Book
Okuda,
M., &; Okuda, D. (1993). Star Trek Chronology: The History of the Future.
New York: Book Pocket Books
] Article or Chapter
James, N. E. (1988). "Two Sides of Paradise: The Eden Myth according to
Kirk and Spock," in D. Palumbo (Ed.), Spectrum of the fantastic (pp.
219-223). Westport, CT: Greenwood.
]
Encyclopedia Article
Sturgeon, T. (1995). Science fiction, in The Encyclopedia Americana (Vol. 24, pp. 390-392). Danbury, CT: Grolier.
] Website
Lynch, T. (1996). DS9 trials and tribble-ations review. Retrieved from Psi Phi:
Bradley's Science Fiction Club. Last visited: May 15th, 2020. Available
at: http://www.bradley.edu/campusorg/psiphi/DS9/ep/ 503r.html
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The education sector is one of those impacted by
COVID-19 pandemic. Fortunately, technology continues to transform the world
around us, and it will determine the boundaries that used to be meaningful in a
lesson of our traditional classes, as a beginning to fade since we are in
quarantine. So, I have to improve other techniques. As a student, I am still
grappling with the immediate task of classes and remote learning, in the
confinement of my home.
Regarding the task of the portfolio entry number
three, I was challenged not only to improve my knowledge in digital learning
but the way I have to enrich my writing with the given theory as well. I would
like to point out that I have to redefine my role as a student in the virtual
classroom to study, learn, or how to establish communication with my teachers
or classmates in my routine. Furthermore, it is a great time to reflect on how
this alarming and disruptive crisis could help me to define how I need them and
that I should incorporate digital tools.
This is the reason why I am being able to gain
access to knowledge and even learn a technical skill, through a few clicks on
my phone and computer. Under the circumstances, I would need to move towards
facilitating a widely informed and connected development through digital tools
like software programs, apps, new tech-integrated, social media and the web
such as Linkedin, Prezi, Google presentations, Blogger, Youtube, online
education platforms (Profesorado´s Campus, Google Classroom, Edmodo) Whatsapp, e-mails,
Zoom, Skype, Jitsi Meet, etc.
On the one hand, it allows me to see that I am not
a native digital student and I need to incorporate them in my studies. On the
other hand, I spend a lot of time trying to understand the applications in the
right way. In the beginning, it was really hard because I realized that I have
no option. Besides, I encourage myself to explore them, take the necessary time,
and be patient. Honestly, I am exhausted but I am glad to use and put them into
practice.
