UNIVERSIDAD DE CORDOBA

DPTO IDIOMAS EXTRANJEROS

CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

LEARNING GUIDE N° 1

Teacher Danilza Lorduy A.

Objective to present the course description and the first session materials to be
discussed next session
Time 3 hours

I. PRESENTACIÓN DEL CURSO

Lee la presentación del curso para que conozcas de que se trata, que se espera
aprendas y a que debes comprometerte.

COURSE DESCRIPTION:

This course is intended to post graduate learners who need to understand academic
reading texts as a requirement to successfully complete their studies. Learners will
develop or improve reading comprehension skills and a variety of efficient reading and
learning strategies that will enable them to enhance academic performance across the
curriculum. Its purpose is to increase students' abilities to comprehend Scientifics readings
by getting acquainted with these types of texts components.

MAIN OBJECTIVES:

1. Apply various reading strategies to comprehend academic texts;

2. Infer the meaning of unfamiliar words

3. Find specific, predictable information in paragraphs and articles

4. Make inferences and draw conclusions

5. Identify various types of academic research reporting and argumentation

6. Extract main ideas from paragraphs

7. Comprehend text organization and intention.

8. Understand language, including abstract, structurally or linguistically complex texts such

as manuals, specialized articles.
 UNIVERSIDAD DE CORDOBA
DPTO IDIOMAS EXTRANJEROS
CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

CONTENTS:

The contents of the course will be divided into three important issues:

1. The paragraph
1.1. Topic sentence
1.2. Supporting sentences

2. Academic texts organization

2.1. abstract
2.2. introduction
2.3. methodology
2.4. results
2.5. conclusion
3. Reading strategies
3.1. skimming
3.2. scanning
3.3. inference
3.4. context clues

METHODOLOGY

The emphasis of the course is practical, learner will develop text comprehension by
reading, using different strategies with a plenty of different text types. The key issues will
be explored sometimes simultaneously in order to provide the basis for achieving the
established objectives.

E- LEARNING METHODOLOGY

La metodología E-learning, o virtual se desarrollara teniendo en cuenta el número de

horas contempladas para el curso, 40, de las cuales el 60% de ellas se realizaran en
forma sincrónica y el 40% asincrónica (Trabajo independiente ).

Las sesiones incluirán las siguientes partes:

a. Sesión sincrónica: encuentros virtuales por la plataforma Google Meet, donde se

presentarán explicaciones, se realizarán actividades, y resolverán dudas. Para estos
encuentros es necesario disponer del tiempo requerido de (3) horas aproximadamente
para cada sesión. Un total de 24 horas de encuentros sincrónicos se llevarán a cabo,
incluyendo el tiempo de evaluaciones.

b. Trabajo Independiente: El trabajo independiente será la base para el buen desarrollo

del curso en esta versión virtual. Los estudiantes deberán desarrollar las actividades
estipuladas en las “Learning Guides”. Estas han sido diseñadas para que de manera
 UNIVERSIDAD DE CORDOBA
DPTO IDIOMAS EXTRANJEROS
CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

autónoma e independiente los estudiantes realicen las tareas asignadas en un periodo de

2 horas. Estas tareas serán discutidas en las sesiones sincrónicas.

Lo anterior demanda de parte de los estudiantes responsabilidad constante en el

cumplimiento del tiempo de estudio independiente, el cual le permitirá participar durante
la sesión sincrónica, el cual corresponde al 40% del total del curso. En caso de tener
dudas y requerir alguna asistencia del tutor, se podrá agendar un encuentro que permita
asistir el desarrollo de las actividades de manera independiente en un horario diferente al
de la clase sincrónica.

c. Learning Guides: Material didáctico que explica detalladamente las actividades que
deben ser realizadas por el estudiante. Contienen recursos didácticos, lecturas, Links,
presentaciones que deberán ser resueltas antes de asistir a las sesiones sincrónicas.

EVALUATION

The course grade will be based on the following criteria:

Independent work fulfillment 20%

Synchronic session attendance and 30%

participation in activities during the class

Final Test 50%

CALENDAR OF SESSIONS

DATE TEACHER TOPIC MEET LINK

October 20th Danilza Lorduy Introduction to the meet.google.com/htv-amjg-
course, conceptual qnc 
framework
The paragraph
structure
October 21st Danilza Lorduy Academic text meet.google.com/wyy-vnoj-
organization tho
Abstract
Vocabulary and
grammar review
October 27th Danilza Lorduy Reading strategies: meet.google.com/oen-tjdo-
Skimming/Scanning/ juq
Understanding
conceptual meaning
October 28th Danilza Lorduy Introduction meet.google.com/qrp-jkdu-
Reading strategies: aiv
 UNIVERSIDAD DE CORDOBA
DPTO IDIOMAS EXTRANJEROS
CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

inferring meaning

November 3rd Sonia Jerez Methodology verbs https://meet.google.com/vec-

and passive voice nobw-vzu

November 4th Sonia Jerez Reading strategy: La profesora se los enviara

Context clue
Modal verbs
November Sonia Jerez Results and La profesora se los enviara
10th Conclusion/ adverbs
of frequency/

November Sonia Jerez Final test La profesora se los enviara

11th

REFERENCES AND SUGGESTED BIBLIOGRAPHY

Florence, D.( 1995) Academic reading. University of liverpool

http://eolf.univ-fcomte.fr/index.php?page=academic-reading-exercises
http://www.laflemm.com/RfT/Practice/RfTPracticeParaphrasing.html
http://eolf.univfcomte.fr/uploads/ressources/academic/interactive_reading_exercises/12_ex
plosions.htm

AVAILABLE TIMETABLE FOR TUTORIAL SESSIONS

Thursdays: from 110:00 to 12:00

FIRST SESSION ( INDEPENDENT WORK )

II. REALIZA LAS SIGUIENTES ACTIVIDADES DE LA PRIMERA SESION

1. Ve al siguiente LINK y mira con cuidado los videos: Copia el Link directamente
en la barra de dirección WEB. ( Puedes verlo cuantas veces quieras y sea
necesario)

https://www.youtube.com/watch?v=-M51l41qRws

https://www.youtube.com/watch?v=fOYtzoiI2XI

Reflect on :
 UNIVERSIDAD DE CORDOBA
DPTO IDIOMAS EXTRANJEROS
CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

1. Could you understand the purpose of the videos?

2. What are the videos about?

3. Could you do the exercise?

2. Después de mirar los videos, lee y trata de realizar los ejercicios en el PDF
adjunto titulado MAIN IDEAS.

3. Realiza los siguientes ejercicio : Lee los siguientes párrafos e identifica la oración
donde se establece la idea principal y las ideas secundarias en cada uno de ellos

A. (1) Do you know what to do if you are stung by a bee or a hornet? (2)There are a
number of steps to take if this happens to you. (3)The first thing to do is remove the
stinger. (4) A stinger contains venom. (5) It will continue to release venom as long as it is
contact with skin. (6) When the stinger is removed, put ice on the wound. (7)This will
reduce the swelling. (8) Then, apply a small amount of baking soda. (9) It contains
enzymes that will weaken the venom. (10) Finally, look for signs of an allergic reaction
such as difficulty in breathing. (11) People have died from strong allergic reactions to
stings. (12) When such a reaction occurs, the victim should be taken to the hospital for
treatment.

Stated main idea sentence___1___, Supporting

ideas___3__,__4____,____6__,___8____

B. (1) Black ice is an invisible coating of ice that forms on an asphalt road surface. (2)
Black ice is very dangerous. (3) It is caused by drizzle falling on the frozen pavement. (4)
Drivers don't know the roadway is icy. (5) When their cars hit the ice, they skid out of
control. (6) Sometimes cars bounce off of each other like characters in an video game. (7)
Sometimes they skid off the roadway into ditches. (8) Incidences of black ice have caused
numerous collisions and deaths in the colder regions of the country.

Stated main idea sentence__8____, Supporting ideas___2__,___3___,___5__,_6______

C. (1) Albert Einstein was one. (2) So was artist Pablo Picasso. (3) American writer and
humorist Mark Twain was one, as well. (4) Others include Babe Ruth, General Norman
Schwartzkopf, Johann Sebastian Bach, and Joan of Arc. (5) What do all of these famous
people have in common? (6) All of these people are left-handed.

Stated main idea sentence__6____, Supporting ideas__1___,___2___,___3___,____4__

 UNIVERSIDAD DE CORDOBA
DPTO IDIOMAS EXTRANJEROS
CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

D. (1) A low fat diet may prevent major illnesses, including cancer and heart disease. (2)
Because of this, doctors and nutritionists have suggested many ways for people to lower
the fat in their diets. (3) They recommend using non-fat milk instead of whole milk. (4)
Also, they suggest that people eat little or no meat. (5) For people who eat meat, poultry is
recommended. (6) It has less fat than beef or pork. (7) People should also cut down on the
number of eggs they eat. (8) Additionally, eating non-fat yogurt for dessert instead of ice
cream is also recommended.

Stated main idea sentence____1__, Supporting

ideas___2__,___4___,____6__,___8____

III. Lee el concepto de ABSTRACT y practica

THE ABSTRACT
El resumen es un segmento del artículo científico que se ubica al inicio del mismo, y nos
orienta en forma rápida y precisa sobre la información que encontraremos en el
manuscrito completo. Debe ser escrito seleccionando adecuadamente las palabras y
oraciones, para lograr un contenido coherente, claro y conciso

ACTIVITY 1: Lee el siguiente abstract e identifica el tema al que se refiere.

Collegiate Academic Dishonesty Revisited

Lambert, E. G. Hogan, N.L & Barton, S. M. (2003). Collegiate Academic Dishonesty Revisited: What
Have They Done Often Have They Done it, who Does it, And Why Did They Do It. Electronic Journal of
sociology, 7 (4).Retrieved January 25, 2006 from:
http:/www.sociology.org/content/vol7.4/lambert_etal.html

(1)Academic dishonesty is a serious concern on most college campuses as it cuts to

the heart of the purpose of higher education and the pursuit of knowledge.(2) this
study examined twenty different types of academic dishonesty as well as potential
correlates of academic cheating by surveying 850 students at a four-year
Midwestern university. (3) While most past studies have used bivariate analysis, this
study expands the literature by also including a multi-variate analysis to determine
which correlates were most important in accounting for collegiate academic
dishonesty. (4) the results indicated that most of the bivariate associations were not
observed in the ordinary least squares analysis, suggesting that after controlling for
shared effects, many variables have little overall effect on the summed measure of
academic dishonesty. (5) Specifically, only college level, membership to a fraternity
or sorority, cheating to graduate, cheating to get a better grade, and past cheating in
high school had a significant impact.
 UNIVERSIDAD DE CORDOBA
DPTO IDIOMAS EXTRANJEROS
CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

ACTIVITY 2: Responde las siguientes preguntas con base en el abstract “Collegiete

academic dishonesty revisited”. Anota tus respuestas en el cuadro.

QUESTIONS ANSWERS

Cuál es el tema del Collegiate Academic Dishonesty Revisited

abstract?

Qué problema aborda? Academic dishonesty is a serious concern on most college

campuses

Qué metodología se bivariate , multi-variate analysis

utilizó para hacer el
estudio?

Qué resultados se The results indicated that most of the bivariate associations were
obtuvieron? not observed in the ordinary least squares analysis, suggesting
that after controlling for shared effects, many variables have little
overall effect on the summed measure of academic dishonesty.

Que plantean y discuten o determine which correlates were most important in accounting
los autores? for collegiate academic dishonesty.

ACTIVITY 3 : Ve al siguiente LINK y mira con cuidado el video sobre ABSTRACTS

https://www.youtube.com/watch?v=5I6sJRCv150

ACTIVITY 4: De acuerdo a lo realizado en la actividad anterior, señala cuales son las

partes de un ABSTRACT:

1. Topic or main idea

2. Objective

3. Methodology

4. Results
 UNIVERSIDAD DE CORDOBA
DPTO IDIOMAS EXTRANJEROS
CURSO COMPRESION DE TEXTOS ACADEMICOS EN INGLES

5. Discussions

ACTIVITY 5 : This abstract is in disorder, Put the sentences of this abstract in order by
choosing A, B, C or D.

Becoming a Man
Electronic Journal of Sociology,7 (4). Retrieved January 26, 2006 from
http://www.sociology.org/content/vol7.3/02_crawford.html

The topic of how young males become men is a frequent topic in popular
A writings on masculinity, in contrast to academic discourses that rarely raise
the issue.

As part of an ethnographic study of fourteen young and mid-life Australian

C men’s perceptions of a dominant model of masculinity, participants were
asked when, and how they believe that they became a man.

The experiences of these males are compared, and related to what three
D streams of literature on masculinity: academic discourses, popular writings
and Australian research and commentaries have to say.

B Popular writers such as Steve Biddulph in Australia and Sam Keen in

America, assert that in Western societies young males are left to
themselves to become men by chance.