“VILLA ALEMANIA” EDUCATIONAL UNIT FAITH AND JOY

“IMPORTANCE OF COMPREHENSIVE READING THROUGH SHORT STORIES

IN 1ST HIGH SCHOOL STUDENTS EU VILLA ALEMANIA EL ALTO – DISTRICT
3 “GESTION 2018”

STUDENTS:
- TARQUINO CUP VERONICA GLADYS
- SILVER UTURUNCO EDMAR
COURSE:
- 5th “B” SECONDARY
TEACHER OR GUIDE:
- MARIA EUGENIA ALIAGA CUSICANQUI

EL ALTO- LA PAZ

2018

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 Yo.

GRATITUDE
This research work would not have been
carried out if we had not acquired the
support of our educator in the literature
area and also from our parents since
thanks to these people we managed to
complete this work, we repaid for the moral
and academic support that they expressed
to us in the execution of the research of our
monograph.

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 ii

DEDICATION
We dedicate this research work
to all our classmates and other
colleagues who participated in
carrying out this research.

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 INDEX
THANK YOU……………………………………………………………… i
DEDICATION…………………………………………………………………….ii
INTRODUCTION…………………………………………………………iii

1. CHAPTER I

1.1. STATEMENT OF THE PROBLEM……………………………………9

1.1.1. PROBLEM FORMULATION…………………………………….10

1.2. GOALS
1.2.1. General objective…………………………………………………………..10
1.2.2. Specific objectives…………………………………………………….10

1.3. JUSTIFICATION…………………………………………………………11

CHAPTER II
2. THEORETICAL FRAMEWORK

2.1. ORIGIN OF THE STORY………………………………………………….12

2.2. DEFINITION OF THE STORY……………………………………………..12

2.3. TYPES OF STORIES

2.3.1. Popular story………………………………………………………….13
2.3.2. Literary story………………………………………………………….13

2.4. STRUCTURE OF A STORY

2.4.1. Introduction, beginning or approach………………………………..14
2.4.2. Development, knot or middle……………………………………….14
2.4.3. Outcome, ending or conclusion………………………………………………..14

2.5. CHARACTERISTICS OF THE STORY………………………………….14

2.5.1. Basic characteristics of reading a story…………………………..15

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2.6. NARRATIVE FOCUS
2.6.1. First person………………………………………………………….17
2.6.2. Third person………………………………………………………….17

2.7. EXPRESSIONS RELATED TO THE STORY……………….18

2.8. STORY SUBGENRES

2.8.1. Fantastic story………………………………………………18
2.8.1.1. classification of a fantastic story……………………….18
2.8.1.2. Characteristics of a fantastic story……………………18
2.8.2. Fairy tale………………………………………………………….21
2.8.3. Suspense story…………………………………………..…25
2.8.4. Comedy story………………………………………………26
2.8.5. Historical story……………………………………………….…27
2.8.6. Romantic story………………………………………………..28
2.8.7. Science fiction story……………………………………….30
2.8.8. Detective story…………………………………………………33
2.8.9. Horror story………………………………………………35
2.8.10. Adventure story……………………………………38

2.9. EVOLUTION OF THE STORY

2.9.1. Oral phase………………………………………………………….39
2.9.2. Written phase…………………………………………………………39

2.10. EXTENSION OF THE STORY……………………………………...41

2.11. INFLUENCE OF THE STORY………………………………..…41

2.12. IMPORTANCE OF READING IN YOUNG PEOPLE

2.12.1. Reading………………………………………………42
2.12.2. Reading comprehension……………………………………..43
2.12.3. Reading levels……………………………………………….43
2.12.4. Importance and benefits of reading………………..44
2.12.5. Reading at school……………………………….47
2.12.6. Promote reading from home…………………49
2.12.7. Reading in society………………………………..50
2.12.8. Literacy………………………………………….51
2.12.9. Reading interest of adolescents…………..52
2.12.9.1. Types of interest……………………………………..…52

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CHAPTER III

3. METHODOLOGY

3.1. Method……………………………………………………………
3.2. Technique...…………………………………………………………..
3.3. Instrument……………………………………………………...

4. CHAPTER IV

4.1. CONCLUSION……………………………………………………………

4.2. RECOMMENDATION…………………………………………………….

4.3. BIBLIOGRAPHY……………………………………………………………..

4.4. ANNEXES…………………………………………………………………….

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INTRODUCTION
This monograph is about the implementation of reading through short stories, with
the purpose of creating reading habits in adolescents, it being important that
students understand what they read, developing their imagination, stories have a
fundamental characteristic, that of being short, interesting, based on real and
mysterious events that make us want to know more about the subject.
A story is a short narrative created by one or more authors, based on real or
fictional events, whose plot is carried out by a small group of characters and with a
relatively simple plot.
The story is shared both orally and in writing; Although at first, the most common
was by oral tradition. Furthermore, it can account for real or fantastic events but
always on the basis of being an act of fiction, or a mixture of fiction with real events
and real characters. It usually contains several characters who participate in a
single central action, and there are those who believe that a shocking ending is an
essential requirement of this genre. Its goal is to awaken a shocking emotional
reaction in the reader. Although it can be written in verse, totally or partially, it is
generally given in prose. It is carried out through the intervention of a narrator, and
with a preponderance of narration over monologue, dialogue, or description.
Stories are very beneficial for the imagination and exercise the brain of students,
but unfortunately students, either due to lack of knowledge or lack of interest, miss
out on this great benefit of reading. Over time, the habit of reading has become has
been losing since the new generations focus more on the media and electronic
devices that supposedly make “life easier for man” but this has only caused young
people to isolate themselves in their electronic world.
Children's stories are given more to children to develop the infant's imagination but
it is different in adolescence because life is not the fairy tales that you read when
you were a child, reality is different but what is sought is to distance the young
people from their electronic world and bring them closer to real life so that they
know everything that is around them and through stories this can be achieved
because stories are not long and boring, on the contrary they are short and often
talk about society or Fiction transports your imagination to the text and gets you
lost in that fantasy world.
Reading today has lost its importance and value that it had since its beginnings;
This was considered a tool of power for those who possessed it, and it managed to
lead man to reflect, cross beyond the borders imposed by culture, break the taboos
created by religion, and explore through the imagination without scientific
explanations.
Reading is one of the characteristics that differentiates the human species from
other living beings. But today, this has been replaced by other mechanisms that

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aim to make human life easier, and now it is young people who are immersed in
new technologies.
The monograph research topic of the “IMPORTANCE OF COMPREHENSIVE
READING THROUGH SHORT STORIES” in which young people read either
stories or another type of text is not so recurrent since interest in reading has been
lost.
The issue of the importance of reading in students has been left behind with the
passage of time, adolescents have focused on social networks, internet games, but
none of them is reading. Young people do not like reading, they see it more as an
obligation. be it for homework or an exam but not as a hobby.

This research work consists of the following parts:

CHAPTER I
- This chapter consists of the problem statement, problem formulation,
general objective, specific objectives and justification.
CHAPTER II
- In this chapter you will find the theoretical framework, based on definitions
from various authors and educational pages on the topic addressed.
- It is important to know the reasons for young people's disinterest in stories.
It is to be expected that young men and women are not interested in stories.
They could argue that stories are only for children, but that is not the case.
Stories can be the driving force towards reading, the lack of reading in
students is a problem that is common in most adolescents today, which is
why we must look for alternatives.
CHAPTER II
- The methodology is found, such as the method, techniques and instruments
that were used for the research.
CHAPTER IV
- It contains the conclusion of the research work, recommendation,
bibliography consulted in texts and digitally and finally the annexes.

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 CHAPTER
I

CHAPTER I
1.1. PROBLEM STATEMENT

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The problem with this topic is reading, adolescents do not have the habit of
reading, they do not like to read.
This problem is a constant concern of the entire society: adolescents have a
deficiency in reading skills, in mastery of the language, and it is also observed that
reading activity is carried out more out of obligation than out of pleasure.
Consequently, such shortcomings can be considered risks for new generations
who, inevitably, must face an increasingly competitive world. In fact, now the
demands are raised for the management of information, the capacity for analytical
and critical reading, and the mastery of reading in different languages, not only
written ones, since nowadays, it is essential to know how to read iconic and iconic
languages. hypertextual, in addition to developing capacities and skills for
innovation and knowledge generation.

Adolescents prefer any other task than reading; They lean towards other activities.
For young people, reading is boring, something completely foreign to their
interests, an imposed task that does not provide them with any pleasure or
satisfaction, an experience that they prefer to avoid.

Reading has remained in the background within academic training, it is not given
the importance it has, since its teaching is generally limited to the first years
without continuity, so students usually reach secondary school with different levels.
. Some articulate clearly, others have slow or lazy or defective language; Some
young people come from homes where they hear a large number of well-chosen
words, while others with a very limited vocabulary. In their ability to express their
ideas, there are young people who do not respond, unless they are stimulated, or
speak with few words; while others want to talk and have many skills to do so. It
also depends on your desire to be, to exist, to grow and to imitate.
Reading is a habit that is increasingly decreasing, often replaced by some means
of communication such as the computer, cell phones and television. This leads us
to reflect that although it is true that technology advances to save human beings
many tasks, they should not lose the ability to read critically.

1.1.1. PROBLEM FORMULATION

This monographic project begins with the question:

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Will implementing reading through short stories
develop a taste for reading?

1.2. GOALS

1.2.1. General objective

Inform and raise awareness through explanations and talks about the importance
of reading and how much short stories and all information that helps us in this
research can help.

1.2.2. Specific objectives

- Diagnose and carry out a prior evaluation of the adolescents in 1st year of
secondary school with whom we will work in this monographic project.

- Select topics and stories of interest to adolescents in this grade but that at
the same time serve them for their lives, in short, that entertain them but
also educate them.

- Apply reading habits through these short stories that help them to return to
the habit of reading so that young men and women do not read out of
obligation but rather because they like it and understand what they read.

- Implement the habit of reading through topics from our current society and
through these short stories instill values so that the adolescent grows up
with a healthy mentality.

- Evaluate and monitor the students' progress in relation to the reading topic
and verify that the short stories are useful to them and that the reader likes
them.

1.4. JUSTIFICATION
This work is being done with 1st year secondary school students because they are
the ones who are just entering the secondary level, they are one of the new

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generations and we want to transmit the habit of reading to these students who are
just getting to know what society is and who There is still time to return them to a
more productive path at an academic level. Raising awareness about the
importance of reading in this grade is simple and there could also be difficulties,
but it is now where we must raise awareness among students. If we do not do this
reading practice from now on, it will be too late. Afterwards, we still have time to
correct the path of reading. Our youth.
We must keep young people away from the electronic world, technology is very
useful to us but its misuse is detrimental to our students who have low academic
and reading performance, they do not easily understand what they read, it seems
boring to them, that is why We must eventually move away from social networks
and let them know that through technology they can also find books, in this case
stories of their interest on topics that really catch their attention.
With this work we seek to get adolescents to put aside that laziness of reading and
to give themselves time for reading and to consider reading as a hobby that will
help a lot in their academic and long-term performance as well.

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 CHAPTER II

II THEORETICAL FRAMEWORK

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 2.1. ORIGIN OF THE TALE
Cultures of all times have wanted to tell their lives and experiences, just as adults
have had the need to transmit their wisdom to the youngest to preserve their
traditions and language, and to teach them to respect the ethical-moral standards
established by their ancestral culture, since the values of good and evil were
embodied by the characters that emerged from popular fantasy itself. That is to
say, in a primitive time when men transmitted their observations, impressions or
memories, orally, from generation to generation, the characters in the stories were
the bearers of collective thought and feeling. Hence, several of the popular tales of
antiquity reflect the amazement and fear that man felt in the face of unknown
phenomena of nature, believing that lightning, thunder or the constellation of the
universe had a life analogous to that of animals. from the Mount.
As man discovers the physical laws of nature and society, as science and
knowledge of the truth advance, he realizes that the content of the stories of the
oral tradition, more than narrate the real events of a time, they are products of the
imagination of primitive man; Furthermore, the stories that correspond to the oral
tradition, in addition to having undergone modifications over time, do not have a
definitive or unique form, but rather a fluctuating and varied one: to the version
created by the first narrator, generally anonymous, are added the successes and
clumsinesses of other narrators who, in turn, are also anonymous. The
modifications have not been the same in all times and places, so that there are
dozens and perhaps hundreds of versions of a story.
( http://sincronia.cucsh.udg.mx/montoya02.htm )

2.2. DEFINITION OF THE STORY

A story (from the Latin, compŭtus, account) is a short narrative created by one or
more authors, based on real or fictional events, whose plot is carried out by a small
group of characters and with a relatively simple plot.
The story is shared both orally and in writing; Although at first, the most common
was by oral tradition. Furthermore, it can account for real or fantastic events but
always on the basis of being an act of fiction, or a mixture of fiction with real events
and real characters. It usually contains several characters who participate in a
single central action, and there are those who believe that a shocking ending is an
essential requirement of this genre. Its goal is to awaken a shocking emotional
reaction in the reader. Although it can be written in verse, totally or partially, it is
generally given in prose. It is carried out through the intervention of a narrator, and
with a preponderance of narration over monologue, dialogue, or description. (
https://es.wikipedia.org/wiki/Cuento#cite_note-5 )

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Basically, a story is characterized by its short length because it must be shorter
than a novel, and in addition, it usually has a closed structure where a story
develops, and only one climax can be recognized. In the novel, and even in what is
called a novella, the plot develops secondary conflicts, which generally does not
happen with the story, since above all it must be concise. ( The difference
between a novel and a story, Rincón de los Escritores digital site – Literary
Community, May 2, 2008. )
The boundaries between a short story and a short novel are somewhat blurred. A
short novel is a prose narrative of shorter length than a novel and less
development of the characters and plot, although without the economy of narrative
resources typical of the short story . (The narrative: Story and novel
(differences), El Ciclo digital site, June 8, 2009. )

2.3. TYPES OF STORIES

There are two types of stories: ( “ From the popular story to the literary story”:
summary of the conference by José María Merino, January 27, 2010)

2.3.1. Popular tale

It is a short traditional narrative of imaginary events that is presented in multiple
versions, which coincide in structure but differ in details, where the authors are
unknown in most cases (although the person who compiled it may be known). It
has three subdivisions: fairy tales, animal tales, and fables and tales of customs.
Myth and legend are also traditional narratives, but they are usually considered
autonomous genres; a key factor to differentiate them from popular tales is that
they are not presented as fictions. ( Begoña Roldán, The popular story
(characteristics and common elements), March 23, 2011.)}

2.3.2. literary story

It is the story conceived and transmitted through writing. The author in this case is
usually known. The text, fixed in writing, is generally presented in a single version,
without the set of variants characteristic of the popular tale of fundamentally oral
tradition. One of the first manifestations of this type in the Spanish language is the
work El conde Lucanor, which brings together 51 stories of different origins, written
by the infante Don Juan Manuel in the 14th century. In the Muslim world the best-
known classical collection is The Thousand and One Nights. In the Renaissance,
Giovanni Boccaccio was the most influential author with his Decameron. In modern
times, Edgar Allan Poe, Anton Chekhov, Leopoldo Alas and Jorge Luis Borges,
among many others, are considered classic story authors. (María Ángeles

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Cuéllar, The Literary Story, August 7, 2010.) (Francisco Rodríguez Criado,
The Best 1001 Literary Stories in History (72): The Moons of Jupiter, by Alice
Munro, June 4, 2011.)
- Indeed, the literary story, like the popular story, both emerged approximately
in the 14th century. Its content was historical stories from that time, as
Ronald mentions. However, the literary story is more popular with younger
readers due to the contents they have, full of imagination between reality
and fantastic stories.

2.4. STRUCTURE OF A STORY

The story is made up of three parts:

2.4.1. Introduction, beginning or approach

It is the initial part of the story, where all the characters and their purposes are
introduced, but mainly the normality of the story is presented. What is
presented in the introduction is what is broken or altered in the knot. The
introduction lays the foundation for the knot to make sense.

2.4.2. Development, knot or middle

It is the part where the conflict or problem of the story is presented; There the
most important events take shape and happen. The knot arises from a break or
alteration of what was stated in the introduction.

2.4.3. Outcome, ending or conclusion

It is the part where the climax and the solution to the problem usually occur,
and where the narrative ends. Even in open-ended texts there is an outcome,
and there are even cases where within the story you can find the climax related
to the ending.

2.5. CHARACTERISTICS OF THE STORY

The story has several characteristics that differentiate it from other narrative
genres:
 Fiction: although it can be inspired by real events, a story must, to function
as such, be cut from reality.

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  Plot : the story has a structure of intertwined events (action-consequences)
in an introduction-middle-end format (see article Plot structure).
 Single plot line : unlike what happens in the novel, in the story all the
events are chained together in a single succession of events.
 Central structure : all the elements that are mentioned in the narrative of
the story are related and function as clues to the plot.
 Protagonist: although there may be other characters, the story talks about
one in particular, to whom the main events occur.
 Unity of effect: shares this characteristic with poetry. It is written to be read
from beginning to end, and if one stops reading, it is very likely that the
narrative effect will be lost. The structure of the novel allows, however, to
read it in parts, and on the other hand, its length does not leave any other
option.
 Prose: the format of modern stories, since the appearance of writing, is
usually prose.
 Brevity: to comply with the characteristics just mentioned, the story must be
brief.

2.5.1. BASIC CHARACTERISTICS WHEN READING A STORY

When writing a story, the following aspects must be taken into account:
 Form: expression or language using concrete and structured elements
(words, phrases, paragraphs).

 Content: refers to the characters, their actions, and the story (on this matter
it is recommended to consult the work O conto brasileiro contemporaneo by
Alfredo Bosi).

 Basic needs: The story needs tension, rhythm, the unforeseen and the
surprising within foreseen parameters (that is, within a certain reasonable
course of events), and it also needs unity, continuity, compaction, conflict,
and division in parts (beginning-exposition, middle-ground, and end-
conclusion) more or less clear and defined. The past and the future in the
story have a minor significance, and flashback is not prevented, although it
should be used only if absolutely necessary, and in the shortest and most
marginal way possible.

 Enigmatic ending: The enigmatic ending in the story prevailed until Henry
Guay de Maupassant (end of the 19th century) and certainly until that time it
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 was very important, since it provided a generally surprising ending, closing
the work with a flourish, as it used to then. say Nowadays this type of ending
has much less importance; some writers and some critics even believe that
this characteristic is perfectly superfluous or dispensable, read even
anachronistic. Likewise, it cannot be denied that the ending in the story is
always more loaded with tension than in the novel or in the story, and that a
good ending in a story is essential: I would say that what operates does not
tell from or connected to the notion of end; todo chama, tudo summons a
"final" (Antonio Skármeta, Assam se writes un conto, cf.) (See entry
Esteban Antonio Skármeta Branicic in Literary Studies: Advice from
writers about o conto, May 4, 2009.)

 Dialogue: Dialogues are of utmost importance in the novel and to a certain

extent also in the story, since with this resource discords, conflicts, gender
particularities, etc. are well transmitted. Dialogues are a very good resource
for informing, even in stories where the narrative ingredient is undoubtedly
always important (Henry James, 1843-1916).
For some writers, dialogue is an absolutely indispensable tool. Caio Porfírio
Carneiro, for example, reaches the point of writing stories only composed of
dialogues, and without a narrator ever emerging. Considered the greatest
Brazilian author in the art of writing dialogues and a true master, the writer Luiz
Vilela is even the one who wrote a short novel, Between Friends (1984), where
he also only expresses himself with dialogues and without the presence of a
narrator. Another example of the same type are the 172 pages of Trapiá, a
classic from the 1960s, also written by Caio Porfírio Carneiro, and where there
are barely six pages without dialogue.

Let's see the different types of dialogue below:

 Direct: Direct speech. The characters talk to each other. In addition to
being the best-known type of dialogue, it is also the one that predominates
in the story.

 Indirect: Indirect speech . It is when the writer summarizes the character's

speech in narrative form. That is, it is when the character tells how the
dialogue happened, almost reproducing it. Both direct dialogue and indirect
dialogue can be observed in the story A Missa do Galo, by the writer
Machado de Assis.

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 Free indirect: Free indirect speech. It is a fusion between author and
character (first and third person of the narrative); The narrator narrates in
the usual way, but at one point in the narrative indirect dialogues from the
character arise, as if complementing what the narrator expresses.

2.6. NARRATIVE FOCUS

2.6.1. First person: The main character tells his story; This narrator
generally limits himself to knowing about himself, that is, he
refers to his own experiences.52 This is a typical narrative of
the epistolary novel (18th century).

2.6.2. Third person : The development of the text is done in the third
person, and in this case you can have: -observing narrator:
The narrator limits himself to expressing what is happening,
describing everything from the outside, that is, without getting
involved, without placing himself in the head of the main
character or any character, and in this way, this way is not
used to transmit emotions, ideas, opinions. The observer is
impartial and objective within what can be expected, limiting
himself to describing what happens and not speculating for
himself.
- omniscient narrator: When telling the story and from its beginning, the
narrator knows everything about all the characters, about their destinies,
about their ideas and thoughts, about their feelings, about their respective
good or bad luck.

2.7. EXPRESSIONS RELATED TO THE STORY

Never ending story: very heavy and extremely diffuse relationship.
Something similar to Penelope's cloth, who at night unweaved what she had
woven in the morning. This spirited Greek, who was believed to be a widow
due to the long absence of Odysseus, king of Ithaca, finding herself
increasingly troubled by the repeated claims of her lovers, promised to
contract new ties after finishing a purple weaving that she had begun. Using
the ingenious means that we have seen, he silenced his suitors and finally
saw his stratagem crowned with the return of Odysseus.

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 Tale of ovens : story or vulgar talk that is talked about among common
people. News that the masses take over and that they disfigure and add to
until they disfigure it and make it apocryphal.
Old Woman's Tale the news or species that is judged false or fabulous,
taking the allusion from the advice that old women usually give in homes to
entertain children, ensure that they do not fall asleep, etc.
Long story : familiar phrase that refers to any subject about which there is a
lot to talk or say.

2.8. STORY SUBGENRES

2.8.1. fantastic story

Brief fictional story that admits the reality of its text, the existence or
possibility of supernatural elements (beings, things, places or events) that
may be in this world that, although literary, is possible. (
http://llevatetodo.com/el-cuento-fantastico-resumen/ )
The fantastic story is a narration of reality that mixes real and unreal,
strange and inexplicable elements with the intention of creating uncertainty
in the reader. ( http://www.abc.com.py/articulos/el-cuento-fantastico-
1081113.html )

2.8.1.1. Classification of a fantastic story

 Pure : they maintain ambiguity until the outcome. The reader cannot choose
one of the possible explanations (rational or supernatural).
 Impure : they are those that present at the closing moment some element
or indication that guides the reader to opt for a supernatural explanation for
the events that occurred.
 Strangers : presents a rational explanation for supernatural events.
( Campos, G. "Déjà Lu: Fantastic literature, revisited", in: Luthor
Magazine, Nº1, September 2010)

2.8.1.2. Characteristics of a fantastic story

•The theme : The mysteries posed by man and his world are the starting point of
the fantastic story. The author narrates an everyday event that has no clear
explanation: time, space, dreams, dimensions, death are the themes around which
the plot of the work revolves.

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•The resources: Mysteries are the theme of fantastic stories, but the author limits
himself to creating doubts in the reader and does not intend to solve these
mysteries. The absence of answers and the vacillation between a natural
explanation and a supernatural one are the most used resources to achieve
uncertainty. Another resource for confusing reality is the interrelation between
dream and reality, dream within another dream, awareness that one is dreaming,
dreams common to several people that later leave a trace when awake, etc.
•The narrator: Creates a credible story to which he adds strange elements with
the intention of producing doubt and suspense, curiosity and fear in the reader.
•Space and time: In the fantastic story the treatment of space and time is
imprecise, because the authors free their imagination and invade time, space,
characters, situations, etc. Transfers to other times occur, both to the past and to
the future, stopping of time, imbalances between chronological time and internal
time, etc.
•The characters: They can transform in different ways. Sometimes they can
undergo the phenomenon of metamorphosis; they can be possessed by
supernatural forces; The elements of reality, such as animals, objects, spirits, can
be enlivened and acquire characteristics typical of man. go back up
(Tzvetan Todorov. Introduction to fantasy literature. SA book editor award
Accessed April 17, 2015.)

EXAMPLE
THE FRIEND OF DEATH
No phrase could have surprised Gil Gil as much as the one he had just heard:
-Hi, friend!
He didn't have friends. But much more surprised him was the horrible impression of
cold that the hand of that shadow communicated to him, and even the tone of his
voice, which penetrated, like the wind from the pole, to the marrow of his bones.
The poor orphan could not, therefore, distinguish the features of the newly arrived
being, although he could distinguish his black suit, which did not precisely
correspond to either sex.
Full of doubts, mysterious fears and even a very vivid curiosity, Gil stood up from
the doorway where he was still crouching and murmured in a faint voice, broken by
the chattering of his teeth:
-What do you want from me?

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-That's what I'm asking you! -Replied the unknown being, linking his arm with Gil
Gil's with affectionate familiarity.
-Who are you? -replied the poor shoemaker, who felt like he was dying at the cold
contact of that arm.
-I am the person you are looking for.
-Who!... Me?... I'm not looking for anyone! -Gil replied, wanting to break free. -Well,
why did you call me? -replied that person, shaking his arm more tightly. Ah!...
-Let me...
"Calm down, Gil, I'm not going to hurt you in any way..." the mysterious being
added. Come! You tremble with hunger and cold... There I see an open inn, where
I exactly have to do tonight... Let's go in and you'll have a drink. I already told you
when I arrived: we are friends... And remember that you are the only one to whom I
give this name on earth! Remorse joins me with you!... I have been the cause of all
your misfortunes.
"I don't know you..." replied the shoemaker.
-However, I have entered your house many times! Because of me you were left
without a mother at the time of birth; I was the cause of the apoplexy that killed
Juan Gil; I threw you from the palace of Rionuevo; I murdered your old housemate
one Sunday; Well, I put that bottle of sulfuric acid in your pocket...
Gil Gil trembled like a quicksilver; He felt the root of his hair dig into his skull, and
he thought his twitching muscles were breaking.
-You are the devil! -he exclaimed with unspeakable fear.
-Child! -answered the mourning person in a tone of kind censure-. Where do you
get that from? I am something more and better than the sad being you name!
-Who are you then?
There was a person about thirty-three years old, tall, beautiful, pale, dressed in a
long tunic and a black cape, and whose long hair was covered by a Phrygian cap,
also in mourning. He had no hint of a beard, and yet he did not look like a woman.
He didn't look like a man either, despite his virile and energetic countenance.
Then, that mysterious being said these tremendous words:
-I am Death, my friend... I am Death, and God is the one who sends me... God,
who has reserved a glorious place for you in heaven! Five times have I caused
your misfortune, and I, the implacable deity, have had compassion on you. When
God ordered me tonight to bring your impious soul before his tribunal, I begged him
to trust me with your existence and let me live at your side for a while, offering to
finally give him your spirit clean of guilt and worthy of his glory. Heaven has not

22
been deaf to my plea. You are, then, the first mortal whom I have approached
without his body turning into cold ash! You are my only friend! Hear now, and learn
the way of your happiness and your eternal salvation.
http://www.abc.com.py/articulos/el-cuento-fantastico-1081113.html

2.8.2. fairy tale

Fairy tales make children's imagination fly and also make them greatly value what
happiness is and also develop their imagination and creativity. However, these
types of stories, in their beginnings, were intended for adult audiences.
( https://conceptodefinicion.de/cuento-de-hadas )

A fairy tale is a fictional story that may contain folklore characters, such as fairies,
goblins, elves, witches, ogres, unicorns, mermaids, trolls, giants, gnomes and
talking animals, and include enchantments, usually represented as an implausible
sequence of events. . In contemporary language, as well as outside the literary
context, the term is used to describe something that is linked to princesses. For
this reason, there are expressions such as "a fairy tale ending", a happy ending or
"a fairy tale romance", although not all stories of this kind end with a happy ending.
Likewise, in the colloquial aspect a "fairy tale" can be associated with any bizarre
and extraordinary story.
(Merriam-Webster Encyclopedia Britannica definition of "fairy tale."
Accessed November 8, 2011.)

EXAMPLE
THE LICE SKIN DRUM
Once upon a time there was a queen who had a daughter named Elena. The girl,
friendly and curious, was in love with nature. His favorite hobby was walking
outdoors, climbing trees and observing the behavior of insects.
Since he was always running around in the fields, he got very dirty, so every night
he took a nice hot bath before going to bed. Afterwards, her mother untangled her
long, golden hair with an ivory comb.
One night, a louse appeared on the comb. The girl, excited, wanted to keep it.
– Oh, what a cute little louse! I will keep it in a wooden box and take care of it
myself.

23
The mother, who indulged her beloved daughter's every whim, reluctantly agreed.
Elena put him in a golden box and carefully cared for and fed him until he became
as big as a cat. The girl was excited, but a misfortune happened: the size was so
unusual for an insect that the poor thing burst one day.
The little princess was very sad because he was her pet and she could no longer
imagine life without him. Wrapped in a sea of tears, she lamented:
– It was my fault for giving him so much food… I just wanted him to not lack
anything! What am I going to do now?
The mother saw her so upset that, hugging her very tightly, she said:
– We will use its skin to make a drum, and thus, every time you play it, you will
remember your dear friend. What do you think?
The little girl's face lit up. It was a fantastic idea!
That same afternoon, the royal craftsman made a nice louse skin drum that
sounded loud and in tune. Elena took him and never left him. She spent hours and
hours touching him inside and outside the palace!
One day, the king and queen were resting in the fireplace room while listening to
the continuous beating of the drum.
– Dear, our daughter is excited about her new toy. I'm sure no one imagines that it
is made of louse skin!
– You are right, beloved wife… You know? I have a very fun idea! I will make a bet
with all my subjects.
- A bet? What do you mean?
– Well, I will give a big reward to whoever can guess what the girl's drum is made
of, but yes: anyone who comes and doesn't know will have to pay me a gold coin.
– Will they have to give you a gold coin if they fail?
- Sure woman! Since it is impossible to get it right, we will become immensely rich!
Don't you think it's a great idea?…
The queen thought it was good. They would accumulate a lot of wealth without
effort. What more could you ask for? It was a perfect plan!
The king ordered the palace messengers to send the summons to the entire
kingdom. As I expected, it didn't take long for many young people to show up ready
to get the reward, even if it was a difficult challenge.
Some bet that it was made of cow skin, others of horse skin, others of rabbit skin...
No one was able to hit the nail on the head! The greedy king saw how the chest of
gold coins filled up a little more every day.
24
- This is great! What an easy way to become a millionaire! I'm a real genius!
In those days, a peasant who lived in the region had decided to abandon
everything and go travel the wide world. One morning, he took a backpack with a
change of clothes and some food, and went into the forest following a narrow stone
path. After a while, he saw a freckled young man with reddish hair, lying on his side
on the ground.
- Good morning! Excuse my curiosity but... What are you doing lying with your ear
to the ground?
– I am hearing the sound of grass growing. I have very good hearing!
– How curious… Do you know something? I'm traveling and I'm going aimlessly to
find a life somewhere else. Would you like to come with me?
– Okay, I'll accompany you!
Together they returned to the path and met a tall, very muscular young man who
was lifting a tree with his bare hands. The farmer was amazed.
- Incredible! I've never seen anyone so strong!
- Thank you! Trees are like reeds to me. I hardly have to make any effort to pull
them up! I make my living by selling the wood and I myself transport the logs on my
back to the town. The bad thing is that you earn very little with this job….
– We are going to travel the world. Who knows where we will end up!… Do you
want to join?
– Your proposal sounds good… Okay, I'm in!
And so it was that the three boys, chatting animatedly about what the future would
hold for them, arrived at an inn very close to the palace, determined to spend the
night indoors.
The owner told them that in recent days, many people from far away were staying
there. When the boys asked her why it was, the lady told them the story of the bet
and how everyone dreamed of winning it.
They settled in the room and, by mutual agreement, decided to try and divide the
reward into three equal parts. They shook hands to seal the pact between friends
and the red-haired boy commented:
– My hearing is sharper at night. I'm going to go to the palace gardens to see what
I can find out. Wait for me here, I'll be right back!
Stealthily, he left the inn and stood under the window of the kings' bedroom. As it
was wide open, he could perfectly hear the conversation they were having.
– Dear… Today we got a lot of gold coins!
25
– Yes, my love… No one is able to guess that the drum is made of louse skin!
The boy, stupefied, ran back to the inn. When he joined his friends, his whole body
was shaking. He told them that he had discovered the secret of the drum and they
hugged each other, crazy with joy. In the morning, they appeared before the king
and he asked them:
–Tell me, boys... What do you think the princess's drum is made of?
The farmer spoke on behalf of the three.
– Sir, the drum is made of louse skin.
The king was stunned, speechless. They had guessed it! Now he had no choice
but to deliver the promised reward. He was going through the roof because he
couldn't bear to part with any of his wealth. Raging and angry, the scrounger
invented a trick to give them as little as possible.
- Alright! The reward is all the money that a person is capable of carrying on their
back, not one more coin, not one less coin. Understand?
The peasant, smiling, replied:
- Yes sir! That's what it will be like.
The king thought that at most they would take a small sack, but he did not count on
his strong friend, who took a step forward and put on his back several sacks, one
on top of the other, full of thousands of coins from the royal treasury.
Happy, the three boys left the palace with enough money for the rest of their lives,
and the greedy monarch was left behind tearing his hair out for having lost the bet.
(CRISTINA RODRÍGUEZ LOMBA 12-Feb-2016 16:30 UTC)

2.8.3. Suspense Story

Suspense, or thriller, is a literary device and a broad genre of
literature, film, television and video games, which includes
numerous and often overlapping subgenres, whose main
objective is to keep the reader in expectation, generally in a
state of tension, of what that may happen to the characters
and, therefore, attentive to the development of the conflict or
crux of the narrative. "Suspense" is the term used in Spain,
while in Latin America "suspense" is used. In English the word
thriller is used, derived from the verb thriller (to scare, shake,
excite). ( https://es.m.wikipedia.org/wiki/Suspenso )

26
EXAMPLE
THE CREATURE FROM THE ATTIC
The first day we heard about the creature in the attic was when a child had to go
upstairs to look for a book. In the midst of the most absolute darkness, he
distinguished two eyes, whose gaze he felt was piercing his entire being. Those
enormous eyes, almost a meter away, gave the impression that their owner was a
huge and terrifying being. The boy let out a deafening scream, locked the door and
left that horrible creature locked in the attic.
As the days passed, the stories about this mysterious being, whose screams and
noises continued to be heard in the attic, became increasingly crueler. No one was
crazy enough to confront him.
Luckily for the town, there was a fisherman from Norway, whose boat had been
unfortunate enough to be shipwrecked. Because of his appearance, many saw him
as the perfect candidate to face the monster.
So for some coins, he approached the attic, very determined, until upon hearing
the beast, he went back down to ask for a larger amount of money, tools, a net and
a cart, to load the monster.
Everyone agreed, the last thing that was known about the sailor was that he
disappeared in the attic and that after a succession of screams, they never heard
from the monster again.
What was hiding in the attic?
One of the ship's helmsmen, who agreed to this entire farce with the sailor, to
obtain the money to buy a new ship.
http://www.cuentosbreves.org/la-criatura-del-desvan/

2.8.4. comedy story

A comedy story is basically when we take a popular literary genre such as the story
and add humor or comedy to it, this generates a mixture of both the components of
the story and the characteristics of the comedy. Giving great pleasure when read
or interpreted.
( https://brainly.lat/tarea/4882538#readmore )

EXAMPLE:
THE SUICIDE LETTER

27
An explanatory letter was found next to the body of a suicide saying:
Mr. Judge: Do not blame anyone for my death, I am taking my life because two
more days after I lived I would not know who I am in this sea of tears, and it would
be a lot of martyrdom. You will see... Mr. Judge.
I had the misfortune of marrying a widow, she had a daughter, if I had known, I
would never have done it.
My father, to make matters worse, was a widower, he fell in love and married my
wife's daughter, so my wife was her father-in-law's mother-in-law, my stepdaughter
became my mother and my father at the same time was my son-in-law.
Shortly after, my stepmother brought a boy into the world, who was my brother, but
he was my wife's grandson so I was my brother's grandfather.
As time went by, my wife brought a man into the world who, as he was my mother's
brother, was my father's brother-in-law, and his children's uncle.
My wife was her daughter's mother-in-law, I am, however, my mother's father, and
my father and his wife are my children; Besides, I am my own grandfather.
Mr. Judge: I say goodbye to the world because I don't know who I am.
The corpse.( https://www.taringa.net/posts/humor/6931362/Cuentos-cortos-y-con-
humor.html )

2.8.5. historical story

A historical story is a work of fiction that has a real historical component, which
can be a specific period, real characters or a real conflict in history. In this way, this
type of story has two intertwined elements: the fictional and the historical.
It is a branch of literature that transmits the life of a famous person or a historical
event through literary creations such as: poetry, historical novels and theater.(
https://brainly.lat/tarea/3447890#readmore )

EXAMPLE:
CLEOPATRA THE QUEEN OF THE NILE
Author: Silvia García
Many centuries ago there lived in Egypt, a country in Africa, a queen famous for
her beauty, her intelligence and her great ability to govern her country. Her name
was Cleopatra. His parents were kings Ptolemy and Cleopatra Tryphena. As Egypt

28
is very close to the Nile River, the largest and most important on the African
continent, she was known as “the queen of the Nile.”
From a very young age, Cleopatra stood out in her studies because she was very
diligent. He spoke seven languages and had extensive knowledge of astronomy,
music, medicine, mathematics, literature and politics.
When Cleopatra was only 17 years old, her father died and she had to succeed
him on the throne. In ancient Egypt, tradition said that Cleopatra had to marry her
own brother in order to be queen. He was only 12 years old and the couple argued
constantly because Cleopatra wanted to govern her country alone.
Some time later he met the Roman emperor Julius Caesar. Impressed by her
beauty and intelligence, he helped her take the throne from her brother. Later,
Julius Caesar and Cleopatra had a son, Caesarion.
A couple of years later, Julius Caesar died in a war and Cleopatra met another
emperor, Mark Antony. With him she had three children: Ptolemy, Alexander Helios
and Cleopatra Selene. The problem was that, in Rome, where he came from, Mark
Antony had a wife. Consequently, the government was very upset to see him
marrying Cleopatra and they went to war. It was the so-called Ptolemaic War, after
the dynasty to which Cleopatra belonged.
When he was defeated, Mark Antony managed to flee and decided to take refuge
with Cleopatra in Alexandria. But before they arrived, Octavius Augustus, the army
commander, captured Cleopatra and tricked Mark Antony into thinking she was
dead. He believed it and in desperation he took his life.
When Cleopatra learned that Mark Antony was dead, she too decided to die. A
tragic ending like that of Romeo and Juliet, a couple we will meet in another story.
To die, Cleopatra dressed in her best clothes, put on makeup, and ordered a very
poisonous viper from Africa to bite her.
This is how the most beautiful and powerful queen of Egypt closed her eyes
forever and with her her dynasty ended. We say this because Octavius Augustus
also took the opportunity to assassinate his son Caesarius, thus extinguishing the
Ptolemaic dynasty and adding Egypt to the Roman Empire.

2.8.6. Romantic Story

It is a story, it is a brief narrative of imaginary or real events, starring a small group
of characters and with a simple plot in which imagination predominates over
reason, emotion over logic, it has notable sensitivity and passion, and stimulates
development of fast and complex plots.

29
The most notable characteristics are extreme personal and collective self,
exoticism, admiration for the Middle Ages, usually associating love and death.
He expresses freely and with great sincerity his inner world, his personal self, the
ego: emotions, feelings, desires of the character. Look for your originality in your
own privacy. It manifests sadness, melancholy and despair, as its fantasy
protagonist, whose desires and illusions constantly collide with reality. The
romantic story is part of a literature in which freedom occurred in every sense, with
creativity without the need for rules, as well as a freedom of space, seeking
solitude.
( https://es.answers.yahoo.com/question/index?qid=20090826163029AAD6ZKx )

The main specific characteristics of romantic stories are:

- Simple and brief, linear narrative without subplots.
- The tendency to emotion over reason, instinct over logic.
- They manifest illusions and desires; at the same time they express fear and
despair.
- Orientation towards equality and equity, on religious or patriotic perception,
in addition to being strongly inspired by the forces of nature, and giving
great importance to this point (the description of landscapes and natural
settings usually gain importance)
- Expression of the ego in fullness.
- imaginary events that may include fantastic events or characters.

EXAMPLE
LOVE IN THE RAIN
That cold morning Carlos, a photography student, walked through the beautiful
streets of colonial Quito alone and thoughtful. It was a holiday Monday morning
where in the central and colonial area of the capital and on rainy days and when
people go out to other cities for carnival, not a soul usually appears.
Carlos thought that it had been a long time since he had been to that area of the
city where one can perceive an air of old things, mystery and the past. With his
camera he photographed complete churches, arabesque porticos, Solomonic
balconies, columns, bell towers, stone streets... and he carried a kind of
melancholy in his soul, without knowing why.
He arrived at an old monastery that is in a high part of the colonial town, the large
open gate seemed to give him a gloomy welcome, however as he entered the
place he arrived at a paradise of beauty; It was a giant patio of ancient stone in the
center of which was a beautiful marble pool and beautiful gardens around it. He got

30
excited and thought that divinity had guided him there where he could finally take
some photos that would leave him happy. So he started taking many photos, all
beautiful ones that combined the presence of art with the beauty of the flowers.
One of his photographic approaches caught his attention because he thought he
saw the silhouette of someone hiding behind a bush.
He approached and saw a girl completely soaked, crying alone, sitting on a stone
in the middle of the dense garden. She was beautiful, her hair was very long and
blonde, her eyes were dark and she wore a beautiful lace blouse.
-What are you doing here, is something wrong with you?
-The girl just looked at Carlos and continued crying.
-Carlos took off the sweater he was wearing and checked how cold it was, he put it
on the girl.
She did not respond to Carlos' questions, so he took his camera and decided to
continue taking photos while the girl was still there, he approached her and took
several photos to which she finally smiled.
He took her hand and she followed him, without saying a word they left the
monastery and began to run through the alleys laughing.
"I don't know who you are, but I love that you smile, you are very beautiful," Carlos
told her.
He could hear her voice only in the form of a sweet laugh a little louder than her
voice, tired from the run.
"If you're not going to talk even better," said Carlos, "and he gave her a kiss on the
lips, to which she responded tenderly."
When they finished kissing she made a gesture as if she were going to speak, but
it was just a sigh on her already happy face.
She was so beautiful! Some curls were beginning to appear in her wet hair that
made her look even more divine.
"How could such a beautiful woman not smile," Carlos told him, "you are my gift of
beauty on a slow day like today."
-What is your name? he insisted.
To which she obviously did not respond, determined to make this very fortuitous
encounter unique, special, mysterious, interesting.
She just looked at him with flirtatious sweetness and smiled, revealing the beauty
of her coral teeth, only to run again waiting for Carlos to catch up with her.

31
When he did, she took a pen from her small crossbody bag and wrote down his
phone number in his hand, stopped a taxi that was approaching at that moment,
sent him a big kiss and got in.
Carlos had never lived something like this, a dream of love, of beauty of happiness
that every artist would like to live one day... (Santiago, July 5, 2014)

2.8.7. science fiction story

These stories are based on showing how technological and scientific advances
affect a community or a specific character, located in the past, present or future. It
is clarified that they are fiction because they contain elements that are fictitious,
which are what generate suspense to trap whoever reads it. It is a speculative
genre that relates possible events developed in a purely imaginary space-time
framework, whose verisimilitude is narratively based on the fields of physical,
natural and social sciences. The action can revolve around a wide range of
possibilities (interstellar travel, conquest of space, consequences of a terrestrial or
cosmic catastrophe, human evolution caused by mutations, evolution of robots,
virtual reality, existence of alien civilizations, etc.) . This action can take place in a
past, present or future time, or even in alternative times outside of known reality,
and take place in physical spaces (real or imaginary, terrestrial or extraterrestrial)
or the internal space of the mind. The characters are equally diverse: starting from
the natural human pattern, it runs through and exploits anthropomorphic models
until it ends in the artificial nature of human creation (robot, android, cyborg) or in
non-anthropomorphic creatures.
That day I missed literature
(2011), at http://www.yoesediafaltealiteratura.blogspot.mx, on 05/16/12.

EXAMPLE
AFTER DEATH
For a long time, people have wondered what happens after death. Nobody knew
and they just said: you can't know until you die. But the scientist Ronald McDonald
was not satisfied with this answer, so he took matters into his own hands and
decided to make an invention that would mark history. His idea was to make a
machine that would kill people for an instant and revive them.
After several months of work, he managed to finish his machine and perfect it in
every way. Although he had tested the machine on animals, and in each of those
tests there was no failure, he was not sure if it would work the same with humans.

32
He needed to test it on a human, as he was afraid to test it on himself, so he put up
an ad near a school offering a large reward for testing the machine.
At the end of classes at that school where Dr. Ronald posted the advertisements, a
group of young people came to see the advertisement:
Michael- Look guys! They offer all this money just to test a machine.
Trevor- Pff… Who would do that?
Franklin- I don't know, but maybe we should go.
Michael- Okay, I'll see you there.
The group of young people went to Dr. Ronald McDonald's laboratory at the time
they agreed upon. The Dr. received them and immediately began the tests. The
first to try was Trevor, since he was the most daring:
Trevor- Let's do this quick doc.
The Dr. immediately activated the machine, suddenly, Trevor felt a blow to his
body, the machine killed him for a few moments. When Dr. Ronald tried to revive
him it was too late, his friends thought he had just fainted.
The next to test the machine the machine was Franklin.
Franklin- Let's finish this.
Ronald turned on the machine, and again the machine killed Franklin, this time the
Dr. managed to revive him, but only for a few moments and his last words were: I
saw my life in an instant.
Seeing this, Michael, crying for the death of his friends, ran home.
The Dr. threw away his machine, as it only served to create death and destruction.

NEW TECHNOLOGY
There was an 8 year old boy called Jesus, he lives in Nueva Vida, a small town
located in the south of London.
Jesus was a poor child who wanted to study, learn to read and write. Everything
about technology caught his attention, but especially robotics.
One day Jesus goes out for a walk and meets Daniel, a very noble boy, Daniel
asked him:
- Hello! What is your name?
-Hello! My name is Jesus, and you?

33
 -My name is Daniel, I'm reading a book about technology. Do you want to read
with me?
-I can not read.
-Ah! Don't worry, do you want me to teach you?
-Yeah
Jesus and Daniel stayed until nightfall in the park, Jesus said:
-I have to go, it's too late.
-Yes, me too. What if we can meet tomorrow right here?
- Yes of course.
- Well, see you tomorrow.
When he got home his mother was there, her name is Mariana, she is a person
who doesn't care that her son can't study. Mariana asked him:
-Where you were?
-I was in the park.
-In the park, there are more important things than going for a walk.
Jesus was sad and went to his room.
The next day Jesus went to the park as they had arranged. When Daniel arrived
he had a gift and said to Jesus:
-This is for you, open it.
When he opened it, he saw that it was a technology book and said:
-Thank you, I really like your gift
They stayed to read it and in the evening they said goodbye. When he arrived,
he taught his father, a very hard-working man who wanted with all his heart for him
to study, and he also taught it to his mother. His father was happy and his mother
didn't care. But that did not stop Jesus from continuing to strive to achieve his
dream. 14 years later.
Daniel and Jesus worked hard to fulfill their dream, and they achieved it. Jesús did
achieve his dream, to go from what he spent his entire childhood, he managed to
study and studied robotics. Daniel also achieved his dream and studied law.
http://esptercero.blogspot.com/2013/12/cuentos-de-ciencia-ficcion-elaborados.html

34
 2.8.8. Police Story
It narrates facts related to delinquency, crimes and justice. Generally, its main
theme has to do with the resolution of a crime, or with the persecution of a criminal.
Generally speaking, there are two types of police narratives, the white one and the
black one. In white, the policeman fulfills his duty and is the one in charge of
catching the criminal. In the black one, the police infiltrate the criminal group to
take over the criminal.

EXAMPLE
AGENT GUORGUOF AND THE CASE OF THE MYSTERIOUS THIEF
Author: Eva María Rodríguez
Very strange things were happening in Villaverde. Someone was stealing and
there was no way to catch them. In reality, the police always caught the alleged
thief, but since he never had the loot on him, there was no way to put him in jail.
-As it does? -the police captain asked himself-. Everyone knows it's him, but
there's no way to catch him with the loot. We will need help.
The Villaverde police captain asked for help, but the only one they sent was
Guorguof, a somewhat special agent, since he was a dog.
-Oh really? I ask for help and this is what they send me? -said the captain on the
phone.
Guorguof knew he wasn't welcome, but since he was a dog, that doesn't affect
him. On the contrary, he went to the captain and made a few compliments to him.
The captain, moved, gave him a cookie, which Guorguof accepted very happily.
Just at that moment they reported another robbery.
"Anyway, mate, let's go," said the captain.
The scene was the same as always. The thief with his hands up, no sign of the
loot. This time a few jewels were missing. Guorguof sniffed out the thief and sniffed
out the robbery scene. He must have found a trail, because he started barking,
marking a direction.
"Come on, after the dog," said the captain. And all the available policemen ran
after Guorguof. The trail led them to a warehouse outside the city where all the

35
objects that the thief had stolen were stored. But there was nothing that linked the
thief to that place.
"We have to catch him red-handed," said the captain. We will have to patrol more.
-Captain, we have all the troops on the street, and in civilian clothes, so they don't
get suspicious. "And we have achieved nothing," said Agent Sánchez.
"Wow, wow," said Guorguof.
-That's it, mate! -said the captain-. Guorguof will patrol as well. Let's see if we can
achieve something like this.
"Let Guorguof sniff some of the stolen items," said Agent Sánchez. Maybe you will
find some trace or recognize some smell.
"Well said, agent," said the captain. Let's start there.
This is how Guorguof found his accomplice, who was none other than an innocent-
looking dog who was taking the loot without anyone noticing.
"We were so focused on the thief that we didn't find out anything," said the captain.
Congratulations, Agent Guorguof.
Guorguof earned his first merit medal. The thief and the dog went straight to the
dungeons.
"We have already returned the stolen objects to their owners," the police captain
said to the thief. You'll be locked up until you teach the dog to do something good
for the community. http://www.cuentoscortos.com/cuentos-originales/el-agente-
gourguof-y-el-caso-del-ladron-misterioso

2.8.9. horror story

The author of these stories seeks to instill fear in his readers using themes that can
cause this effect, be it death, catastrophes, crimes, etc. Many times, stories seek to
cause fear in their readers with moralizing objectives. That is, they cause fear to
prevent the reader from repeating a certain action. In any case, this is not inherent
to this type of stories.( https://www.tiposde.org/lengua-y-literatura/106-tipos-de-
cuentos/#ixzz5VSHCiDOI )
The horror story (also known as horror story or scary story, and in certain South
American countries, suspense story), considered in the strict sense, is any short
literary composition, generally of a fantastic nature, whose main objective seems to
be provoke chills, concern or uneasiness in the reader, a definition that does not
exclude other artistic and literary pretensions in the author.

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EXAMPLE
NEVER SMILE AT MIDNIGHT
Laurie was a young university student who lived alone since she decided to move
to a big city to carry out her studies. With his savings and a part-time job, he had
managed to rent a small apartment where he had the essentials. What the poor girl
could not even suspect was that there she was about to live the most terrifying
experience of her life.
It was around two in the morning when Laurie heard someone knocking on the
door of her apartment. Annoyed, she tried to ignore whoever was outside, thinking
they must have made a mistake.
“Some clueless neighbor who forgot his keys and thinks he's in his apartment,” she
said to herself, trying to go back to sleep.
But when the blows got louder, he had no choice but to get up to throw out
whoever was knocking. It better not be a joke.
However, when he opened the door, there was no one on the threshold and the
hallway was deserted.
-Who's there? —she asked, dismayed.
There was no answer.
Grumpy, Laurie decided to go back to her room. As soon as he entered the
bedroom, the lights of a car traveling down the avenue briefly illuminated the
window, revealing a terrifying message: “Never smile at midnight.”
Laurie stared in shock at that phrase, written with what seemed to be fresh blood
on the glass, and let out a scream full of terror.
He quickly grabbed his phone and fled towards the small living room, where he
hurriedly dialed the police number. As she did so, she kept looking towards her
room, afraid that someone would come out of nowhere to attack her.
The phone dialed a tone and then he realized that the call was picked up.
-Hello? Hello? Please help me! I think someone broke into my apartment!
Silence. No one answered, although I heard a disturbing breathing behind the
receiver.
-Hello?!
"Never smile at midnight," answered a deep, unfamiliar voice, followed by a
disturbing laugh that made his hair stand on end.
Desperate, Laurie left her apartment to get help.

37
Half an hour later, the police entered with her to inspect the place, where
apparently no one was missing. The chilling message was still intact on the
window, but there was no sign of who had written it.
Laurie felt herself faint as the officers looked at her skeptically, almost suggesting
that perhaps she was just trying to get attention. Luckily she had a small security
camera, which had probably recorded the incidents of that night.
Upon seeing the recording, both she and the police officers were stunned. There
she appeared, sleeping before they knocked on the door. Suddenly, a tall man with
a macabre smile crawled out from under her bed and stared at her, exposing two
rows of sharp teeth. He remained there for two, three, four hours without moving,
just observing her.
In the morning, Laurie decided to leave that apartment never to return. They never
caught that man.
https://relatoscortos.org/nunca-sonrias-a-medianoche/

THE GHOST TRUCKER

They say that the following story occurred on a road that runs through a
mountainous stretch, full of curves and ravines. Normally, truck drivers who pass
through this place take extreme precautions to avoid accidents.
However, one night, a truck driver named Ignacio Velázquez broke all speed
regulations and stepped on the accelerator of his vehicle. His reasons were urgent:
he had been informed by radio that his wife was about to give birth.
Ignacio had to bring the missing money to attend to the birth. Unfortunately, his
extreme negligence while driving caused the inevitable and the man was killed
after accidentally leaving the road.
However, his purpose to help his wife was so strong that not even death itself
would allow him to leave her helpless...
Several nights later, a boy named Daniel was driving down the same road, calm
and carefree. Suddenly, a shadow appeared out of nowhere on the side of the
road. When Daniel looked more closely, he realized that it was a man, whose face
looked desperate. Thinking he was hitchhiking, he stopped for a moment to see if
he could help.
—Where are you going, sir?
"Young man, I need your help," he implored. I had an accident with my truck and I
won't be able to get home. I need to give my wife this envelope, so she can pay for

38
her delivery and the baby's needs. I beg you to take it to her, it is vitally important
that she receives this money.
For a moment, Daniel was doubtful, but it was enough to see the helplessness and
kindness that crossed that man's face to convince him that he had to do the right
thing. So he took the envelope and after I told him the address where he should
deliver it, he looked at it for a brief moment. When he looked up to talk to the
stranger again, he was shocked to see that he had disappeared.
A couple of hours later, he arrived at the house where Ignacio and his wife lived,
only to find out that the aforementioned woman had moved out months ago, after
having their baby.
Asking, they told him where he could find it and he crossed the entire city in order
to give him that envelope. When he knocked on the door of that house, he was
greeted by a young woman with a small baby in her arms, who identified herself as
Matilde, the truck driver's wife.
"A few hours ago, your husband sent me with this envelope for you," Daniel
revealed, handing it to her.
—Impossible, my husband died a few months ago, the day my little son was born.
Inside, Matilde found a considerable sum of money, the product of her husband's
last salary and the sale of a farm, which would allow her to live comfortably for a
while. As Daniel turned pale, her eyes filled with tears as she read Ignacio's last
message.
I always keep my promises, here's the money. Don't forget that I will always be
with you. I love them.

2.8.10. adventure story

The etymology of adventure: its word adventūra can be translated as that which
will come or happen. The notion is usually used in reference to the event, fact or
event that, for some reason, is out of the ordinary. ( https://definicion.de/aventura/ )

EXAMPLE
THE BRAVE MANUTE
"The best man of the entire tribe is the brave Manuté," everyone said. There was
no moment of the day in which his bravery could not be proven: he jumped from
several meters high to the ground, fought with poisonous snakes, caught scorpions
with his hand and could give himself a hand-breadth wound with a knife without a

39
wince of pain. Quite the opposite was said about Pontomá, who had never even
been seen catching a monkey.
One day they both met in the same area of the jungle, and Manuté was showing
Pontomá a coral snake that he had just caught, when it began to rain like they had
never seen before. They both ran to take shelter under some large plants, and
remained there until the rain stopped.
However, when they were about to leave their hiding place, they heard the roar of
a tiger less than 2 meters away. The plants were very thick and the animal couldn't
get through them, but it was practically next to the entrance to the hideout. If he
crossed it and found them there, they would not come out alive, so Manuté
became very worried and began to get nervous. He wanted to go out at all costs
and confront the tiger in more open terrain where he could make use of his great
hunting skills. Pontomá made signs for him to stay still without making a sound, but
Manuté, tired of the company of a scaredy-cat, went outside, surprising the tiger.
The tiger received a couple of deep wounds, but it did not take long to recover and
with two claws it wounded the brave Manuté, throwing him to the ground. He
gained momentum and jumped on him, but Manuté's spear interrupted his flight.
The wounded tiger stirred, but the spear moved at lightning speed, with incredible
precision, wounding the animal again and again, until it fell lifeless.
Manuté, with his mouth open and bleeding profusely from his wounds, witnessed
everything from the ground. I had never before seen anyone face a tiger and
handle the spear with the calm and strength with which I had just seen Pontoma do
it.
No one said anything, it was not necessary to add words to Manuté's grateful look,
nor to Pontomá's outstretched hand, nor to the tiger skin that they incredibly left
there in the jungle.
But since that day, everyone thinks that Manuté is not the same, that he is no
longer so brave, and they are even more surprised to see Manuté's old spear
among Pontomá's things. But he smiles and remembers the day he learned that
the truly brave do not seek danger; It is enough for them to control their fear when
dangers find them.
- All these subgenres of the story are impressive and attract attention but
each person knows what type of story to read, each story that is read or the
type of story that they like is according to the person's environment, whether
due to their emotions, problems or joys. that is happening, there are
educational stories that teach new values and help to reflect, but there are
also others that are for fun and to pass the time, whether any of these will
be useful in the future, so whether it is any type of text that people like. If the
reading is average it is welcome because that is what is important to read.

40
 - The subgenres of stories, whether fiction, horror, romantic drama, help the
reader compare the content of the story with their life with their
surroundings, which is why it is said that stories help the imagination.

2.9. EVOLUTION OF THE STORY

The stories went through an evolution from oral to written literature. The folklorist
Vladimir Propp, in his book Morphology of the wonderful story, dismantled the
structure of the oral story into constant structural units or narrative functions, with
their variants, systems, sources and themes, etc. In addition to that, this author
ventures a possible chronology of this type of narrative, whose first stage would be
made up of the story of mythical-religious inspiration, while a second stage would
constitute the true development of the story.
Most writers and literary critics recognize three historical phases in the short story
genre: the oral phase, the first written phase and the second written phase.
2.9.1. Oral phase
The first phase to emerge was the oral phase, which it is not possible to specify
when it began. Presumably the story was developed at a time when writing did not
even exist, so possibly the stories were then told orally around campfires, in the
times of primitive people, generally in the afternoons and at night, outdoors or in
caves, to create social cohesion by narrating the origins of the common people and
their functions. Presumably for this reason, the suspension, the magical, the
wonderful and fantastic was what characterized these first creations of mythical
rank, which sought to explain the world in a primitive way, still far from reason.

2.9.2. written phase

The first written phase probably began when the Egyptians produced the so-called
Book of Magic13 or Texts of the Pyramids (around 3050 BC. C.) and the so-called
Book of the Dead (around 1550 BC. C.). From there we move on to the Bible -
where, for example, the story of Cain and Abel is recorded (circa 2000 BC). C.)—
the one that has a classic story structure.
Obviously in both the Old Testament and the New Testament, there are many
other stories with a story structure, such as the episode of Joseph and his brothers,
as well as the stories of Samson, Ruth, Susanna, Judith, and Salome. To those
mentioned obviously the Christian parables can also be added: The Good
Samaritan; The prodigal son; The barren fig tree; The sower; among other.

41
The second written phase began around the 14th century, when the first aesthetic
concerns arose. Thus, Giovanni Boccaccio (1313-1375), inspired by the novellino
genre, composed his Decameron in those years, which became a classic,
promoting the foundations of the story as we know it today, so that it can be stated
without ambiguity that He was the creator of the European short novel, regardless
of the influence received by later writers such as Charles Perrault and Jean de La
Fontaine of the popular or traditional story as a literary work. Boccaccio gave an
external structure to the stories, the so-called cornice: a series of narrators who
meet in a place to tell each other stories to distract themselves, forced by some
external misfortune that they intend to avoid. Christian Jacq, Magical knowledge
in Ancient Egypt, 143 pages.

2.10. STORY EXTENSION

According to certain definitions, the story should be no more than 7,500 words.
Currently, it is understood as usual or normal that it can vary between a minimum
of 1,000 and a maximum of 20,000 words, although it is fair to recognize that any
limitation regarding the minimum or maximum number of words in a work always
has something arbitrary, and that on the other hand, these limits are frequently
ignored by both writers and readers.
For a writer who makes a story, what should really matter most is how (form) he
tells the story, and not so much what (content) he tells. Jorge Luis Borges (1899-
1986) said that we always tell the same fable. Without going so far, Julio Cortázar
(1914-1984) said that there are neither good topics nor bad topics, but rather a
good or inadequate treatment for a certain topic (cf. Aspects of the story. Some
aspects of the story, and Valiese de cronópio34). Of course, you have to be careful
with excesses of formalism, so as not to fall into stuffy characters or excessively
rigid schemes: a certain writer spent a good part of his life working on ways to
achieve a perfect literary style, in order to impress the entire world; and when he
finally managed to reach it, he found that he had nothing to say. José Joaquín,
The extension of a novel or a story, September 27, 2010.

2.11. INFLUENCE OF THE TALE

The identification of the story with the lack of time of the inhabitants of large urban
centers is evident, where since the Industrial Revolution long journeys prevailed
and still prevail, as well as the complexities of traffic and the long working hours
imposed by industrialization and globalization. Finally, it was thanks to the written
press that the story genre became popular in Brazil in the 19th century: important
newspapers and also other periodical publications always had spaces for this
genre there.

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Stories are an important part of children's lives, and to a large extent they deal with
life's everyday problems in a fantasy way. Children's stories are a literary option
that is completely understandable for a child and although each one of them has a
different meaning, through them a child can understand himself through
identification and also find meaning in many of his actions. It must also be said that
they transmit certain values such as love, solidarity... These children's stories are a
truly important tool for children in their first years of life to begin to recognize the
world in which they move since they also deal with a large part of of life's everyday
problems in a fantasy way. Storytelling stimulates emotional communication: the
child feels that when he is being told a story, at the same time he is paying
attention and dedicating special time because there is an exchange of voice and
thought. At the same time, the imagination is given free rein, which is unlimited and
for a moment the child does not take into account the world of rules in which he
lives.
( http://cuentameuncuentoyverasquetrastorno.blogspot.com/2013/04/la-influencia-
de-los-cuentos-en-los.html?m=1 )

2.12. IMPORTANCE OF READING IN YOUNG PEOPLE

2.12.1. The reading

Reading is understood as the process of apprehension of information contained in
a particular medium, which is transmitted by a series of codes, such as language.
That is, it is a process through which certain symbols are translated for
understanding.
Reading can be defined "as an interactive communication process in which a
relationship is established between the text and the reader, who, by processing it
as language and internalizing it, constructs his or her own meaning. In this area,
reading is constituted through a constructive process by recognizing that meaning
is not a property of the text, but that the reader constructs it in a flexible transaction
process, which while reading gives particular meaning to the text according to his
or her knowledge. and experiences in a certain context".
The cognitive process that we launch when we read would be characterized as
follows: when a reader is in front of a certain text, they perceive different elements
that are mentally processed following hierarchically differentiated levels. So,
recognize letters, syllables, words, etc.; These elements, when processed,
generate certain expectations.

The mechanics of reading involve the implementation of several processes:

43
  It is physiological because the eyes and the brain are involved : it offers
the possibility of analyzing and understanding the reading capacity of the
human being from a biological perspective (studying the eye and the ability
to fix vision).
 It is psychic because the reader has an attitude of acceptance or
rejection , of interest or disinterest, of anxiety or empathy towards the text.
 It is Intellectual because reading does not conclude until the visual
acoustic images have been decoded: it is put into operation in the mind
when someone reads, both to interpret symbols, characters and images and
in the association of the word with what that term represents. .
From this point of view, it can be said that the human being develops complex and
exclusive capacities, in which all faculties are understood simultaneously.
It is essential, for reading to be comprehensive, that the reader expresses interest
in it, being an active recipient in the interaction with the text.

2.12.2. Reading comprehension

The degree of understanding increases with the age and grade the student is in. It
also increases with the mental age and intelligence of the student and tends to be
greater in fast readers than in slow ones; to which is linked the child's vocabulary,
the words used in the reading material, as well as the lived experiences that allow
a greater interpretation and association of what he reads. The causes of poor
comprehension are numerous, but we can mention: limited vocabulary, difficulty in
mechanizing reading, not paying attention to the content, limited experiences, lack
of interest or skills.

2.12.3. Reading levels

We could define the reading comprehension process in three parts or stages,
which together lead to the desired or critical reading:

 Literal Reading is predominant in the academic field. It is the basic level

of reading focused on the ideas and information that is explicitly stated in
the text. Literal reading is the recognition of details (names, characters,
times and place of the story), recognition of the main idea of a paragraph or
text, identification of sequences of events or actions, and identification of
cause or effect relationships ( identification of explicit reasons related to the
facts or events of the text) which is subdivided into two levels, the
transcriptional and the paraphrase. The first is responsible for recognizing
vocabulary and phrases that address the text, the second is what motivates

44
 us to participate more actively in reading. Likewise, we can have better
reading comprehension, draw out main ideas, make concept maps or
synoptic tables and summary.
 Inferential Reading: the implicit reading of the text is constituted and
requires a high degree of abstraction on the part of the reader. It is
constructed when the local or global meaning of the text is understood
through relationships and associations. Relationships are established when
the ideas of the text are explained beyond what is read or explicitly stated in
the text, adding information, previous experiences, to previous knowledge.
The objective of inferential reading is the elaboration of conclusions and is
recognized by inferring additional details, inferring main ideas not explicit in
the text, sequences of actions related to the theme of the text, inferring
cause and effect relationships (based on formulating conjectures and
hypotheses about ideas or reasons), predict events about reading and
interpret figurative language from the literal meaning of the text. We look for
relationships that go further, we explain the topic more broadly by adding
experiences and relating our knowledge to what we have read, formulating
our own hypotheses and ideas.
 Critical intertextual reading: Relationship between text and pre-concept in
order to reach a textual judgment. Critical reading is evaluative reading
where the reader's prior knowledge, criteria and knowledge of what has
been read intervene, taking distance from the content of the text to be able
to make evaluative judgments from a documented and supported position.
Judgments should focus on accuracy, acceptability, and likelihood; They
can be: adequacy and validity (compare what is written with other sources of
information), appropriation (requires the relative evaluation of the parties)
and rejection or acceptance (depends on the moral code and value system
of the reader).
"Critical" reading, finally, would be a reading that culminates a system, does not
ignore the preceding stages and understands - or intends to - assume the plurality
of levels both in the understanding of the readable object and in the awareness of
its own activity. .” According to Noé Jitrik (1984:3)

2.12.4. Importance and benefits of reading

Reading is one of the most important and useful activities that human beings carry
out throughout their lives. Firstly, reading, like all other intellectual activities, is an
exclusive activity of human beings, the only living beings that have been able to
develop an advanced intellectual and rational system. This means that reading is
one of those activities that defines us for what we are compared to the rest of living
beings. This ability generally begins to be acquired very slowly from an early age
and is manifested throughout life, that is, it is not lost over time.

45
The privilege of reading was reserved for very few in Antiquity, before the invention
of the printing press, and even after the Age of Humanism nothing else was
accessible to a cultivated elite. Only in recent decades, when technological and
economic development ceaselessly required the intellectual collaboration of the
majority of people, did the question arise as to how the "right to read" could
become an effective reality for all.

According to Adolfo Díaz Martin, the advantages of reading are:

- Reading not only provides information, but educates us, creating habits of
consultation, analysis, reflection, effort... and recreates, makes us enjoy,
entertains and distracts.
- Reading helps the development and improvement of language. Improves
oral and written expression, and makes language more fluent. Increase
vocabulary and improve spelling. One of the basic but at the same time
constant and repetitive problems of the educational system is the lack of
vocabulary on the part of the students when it comes to expressing
themselves both orally and in writing and the large number of spelling errors
they make.
- Improves human relationships, enriching personal contacts. Reading
enhances self-esteem, makes us more confident in our arguments, gives us
the tools to defend ourselves, "to make speeches and defend them" or,
simply, to enjoy conversation, dialogue, oratory.
- Reading makes it easier to express one's own thoughts, and enables the
ability to think. Reading is an extraordinary tool for intellectual work, since it
puts mental functions into action, streamlining intelligence and that is why it
is related to academic performance.
- Increases cultural background; provides information, knowledge. When you
read you learn.
- It cleans the individual's horizons, allowing them to get in touch with places,
people and customs far away from them in time or space.
- Stimulates intellectual and scientific curiosity. Develops the capacity for
judgment, analysis, and critical spirit, awakening hobbies and interests.
- It encourages effort because it requires a collaboration of will. It requires
more active participation and a dynamic attitude. The reader is the
protagonist of his own reading, never a patient subject. It is difficult to be an
active recipient of the process.
- Enhances the ability to pay attention, observe and concentrate.
- Reading favors the development of moral virtues as long as the books are
selected appropriately.
- Reading enriches us as people and transforms us, it makes us enjoy and of
course, also suffer.

46
 - Reading is a means of entertainment and distraction that relaxes and
amuses.
- Reading is a passion, something that envelops entire people and transmits
delight to them, because it is a purely human activity; It is an inexhaustible
source of enjoyment, of enjoyment, of happiness.
- Reading is a hobby to cultivate in free time, a hobby for life, a need that
must be constantly worked on in schools, a useful and basic tool for the
good human and intellectual formation of the person. A hobby that can be
practiced at any time, place, age and situation.

The 33 reasons to read by Victoria Fernández:

to stop time
Know that we are alive
Know that we are not alone
Know
Learn
Live more
learn to think
Discover the world
Know other worlds
Get to know others
Know ourselves
Share a common legacy
Create your own world
Laugh
Cry
comfort us
Banish melancholy
Be what we are not
Not to be what we are
Dude

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Deny
Say
Escape from the noise
Fight ugliness
Take refuge
Escape
Imagine
Explore
Play
Have fun
Dream
Grow
33 is yours… Find it.

2.12.5. Reading at school

In the current school, the traditional way that was imposed at the end of the 18th
century, as compulsory school, predominates.
When teaching, the changes in the social context in these times must be taken into
account and therefore demand new ways of seeing the individual inserted in
society, not only must children be taught to decode letters. and how they should be
pronounced, but they must also learn to understand, to find meaning in the text, to
relate it to previous knowledge.
Children are curious, active, full of energy and desire to learn, that is in their
nature. But when they are taught to read at school, it seems that more attention is
paid to controlling bodies and time, to correcting and challenging the child when
they make mistakes, to punishing them.
A clear example is with spelling correction:
-You Juancito wrote this word wrong, write a complete page if you don't make a
mistake again.
Instead of helping him to learn, it ends up limiting him, causing him to lose his
spontaneity, his curiosity, it saturates the child with worries when writing and
reading, when it should be an entertaining, calm hour, in which each individual

48
Learn at your own pace, with comforting comfort that generates a feeling of well-
being.
This tense classroom environment generates fear and a worrying experience in the
students due to all the pressure they receive from the teacher and the other
children who observe when reading. They are more concerned with pronouncing
correctly than with really understanding what they are reading. They feel more
afraid of not making mistakes and being corrected than of imagining and
interacting with the reading.
The problem is that it must be taught from the beginning to understand texts
accompanied by orality and not as isolated processes. These are the first
experiences that this child encounters, who in the future will be a teenager who is
reluctant to read, with traumatic memories.
Teaching to read or training readers?
Having established this historical foundation, we must ask ourselves questions
such as: What is the role that the school plays or should play in terms of reading? It
is true that the school can only teach reading, but what is not the responsibility of
the generation? of readers?
Just as simple decoding is not reading, reading is not the same as being a reader.
The difference is that being a reader means having the habit of reading, which, like
any habit, has a learning phase of a certain activity and then its fixation, to become
a necessity.
The reader is driven to read, he feels the need to do so. That is why sometimes we
talk about addiction and even a vice for reading. Can it be an objective of the
school to form the reading habit?
"If we have accepted for years that school and the educational system do not
transform social reality, why should we expect that readers will be manufactured in
series from schools or institutes?" (Moreno: 2003)
Professor Moreno's approach contains two aspects:
Firstly, it is one thing for the school to teach reading - which it does quite
adequately - and another for it to set itself the objective of training readers, true
readers, that is, children and young people who manage to acquire the habit of
reading. Secondly, the habit of reading is something that depends on the home,
the family environment that surrounds the child, not the school.
There is, however, a third aspect: Is the reader born or is the reader made? This
topic has even deserved entire books, as is the case of a very interesting book by
Felipe Garrido (Garrido, 2004).

49
The publishing and distribution of books are not enough to train readers, even if the
population is literate.
Training readers who are capable of communicating and expressing themselves in
writing is an additional task to teaching reading and writing. Literacy and the
availability of books are essential, but believing that they are enough is an error
that explains the failure of our school to train readers.
"Reading and writing have to do, they have to do with all areas of life. "Reading
and writing should be concerns of all teachers, no matter what their specialty is."
Read more books, better ones, on many subjects, and literature: novels, plays,
stories, poetry, etc. Because a reader is not complete if he does not read literature.
And the way to discover if we have formed good readers is when both students
and teachers themselves have appropriated the written culture. This appropriation
of written culture can only occur through daily contact with texts, because writing
has diverse functions: experience, expression, communication. And there is no
way to master these various functions if you are not in touch with them.
The construction of a reading culture that must start from school and encompass
the entire society.

2.12.6. Promote reading from home

While parents cannot compete over the number of hours of school, they can
compete over the quality of school hours.
The emotional relationship of the child towards his parents, and towards the home
environment itself, will be a determining factor when he must make a decision. If
given a choice between teachers and parents, the child will always opt for the
latter. If we had, on the one hand, a primary school concerned with reading and, on
the other, a home where they are not interested, it is in the latter where all the
effort of the former would be destroyed.
We will now see the different aspects of this negative influence and, later, when we
talk about the solutions, we will analyze the ways to take advantage of the power of
the home in favor of adolescent reading, and that depends purely on the social
context in which it is located. insert to arouse interest or not in it.
"The person who is not good at reading will never be good even if they are
surrounded by books. Meanwhile, those who have the habit for that will do it even if
they do not have books within their reach and will manage to satisfy that habit, as
happened to me." (Rivera, 2003).
1) The parts game : its objective is to know the parts in a book, use correct
vocabulary to refer to the text, recognize its parts, a paragraph, a sentence, a

50
word. With some more advanced ones, they can be taught to recognize
punctuation marks, indentations, etc.
2) Taking care of a book: when children read the book, they should be taught that
you start reading from left to right, and that they open it enough so that they can
see its complete pages, but without bending or breaking its cover or spine. from the
book.
3) The separator : You can personalize the dividers, putting the name of each
child, or do it on the computer and glue it so that it does not come off. They also
serve to remember open classes.
4) The family book : a compilation of family material is made and organized to
form a family tree, with data, dates and places of birth and death, their full names,
who they married, and how many children they had, etc
5) The book of my life : it is about writing together with the child his story, since
he was born, taking into account data and anecdotes, that later he would like to
know, such as, for example, how much he weighed at birth, when he got his first
tooth and so on.
6) The vacation book : this is a good exercise for the child, because it puts an
investigative nature into action.
7) The group book : this activity is scheduled from the first day of classes, so that
throughout the year you create your book, in which you compile what you have
done as a group.
9) The bedtime story : the most relaxing thing for a child is to hear the voice of his
mother or father, which transmits happiness, tranquility and rest. The goal of this is
to create a nice and cozy atmosphere, mom or dad in the dimly lit pajama bed and
everyone snuggled up.
10) Family circle: it is recommended that there be someone in the home who
reads aloud a newspaper article, a poem or something.
Tips that invite you to read
Start from a young age: Give books as gifts: Teach him the usefulness of reading:
Create his own library: Don't force him to read: "The pleasure of reading was very
close, kidnapped by those teenage barns by a secret fear: fear (very, very old ) not
to understand”

2.12.7. Reading in society

Reading is a means by which we can improve the quality of life, since it keeps us
informed of everything that interests us and what is happening around us, it is a

51
habit that promotes the development of our intellectual and spiritual capacity in
general. since when people read they acquire knowledge, resulting in a broader
culture that becomes personal satisfaction for the individual.
Books, considered as links of culture, can be objects of personal use and private
property, but when they belong to a library or a school, they perform a social
function; This can be said of all kinds of books that represent a collective good. For
this reason, they correspond to a social function of teaching and promoting
reading.
The textbook played a predominant role in this type of teaching and the
methodology was based on pointing out the lesson about these books that the
student memorized. In this type of schools there were few occasions to use other
school material belonging to resources other than the textbook, the so-called
library did not play any essential role in the educational programs and commonly
consisted of a simple collection of disorganized books, without catalogue, poorly
selected.
Comparing it with current technological elements, one can realize if one observes
carefully that with the media, the viewer is content to choose what is presented to
them at the moment. With reading, the situation is different, the reader can read
works from the past and present, read and reread from the text what he or she
liked most or wants to delve into, interrupt reading if he or she wishes, he or she
can read silently or aloud, whenever you want, where, how and when you like.
" Every authority, state, local or school, and every teacher, parent or pedagogue
must be seriously convinced of how important reading and books are for the
cultural life of the individual and of the entire society, if they want to contribute, with
their efforts to improve the situation. And this conviction must be transmitted to
those who learn to read, communicating it in a way appropriate to their stage of
development." Richard Bamberger says:

2.12.8. Literacy
To better define literacy, it is better to analyze the equally relative term of its
opposite, illiteracy. According to Berta Braslavsky[

- Literacy levels:

52
Minimum Standards: Understand rudimentary techniques for reading an easy
passage and signing your own name. "someone who can understand or write a
short, brief text about their daily life"
Functional literacy: it was proposed that the student be able to read and write a
paragraph in his or her vernacular language and write a letter with all its formal
requirements.
Advanced literacy: allows you to read written texts, abstractly, with the ability to
solve problems, processing complex information.
"The definition of literacy determines the level of involvement and consequently the
level of financing of basic education" (Venezky, 1990:2)

2.12.9. Reading interest in adolescents

"Interest is the more or less vehement inclination of the mind towards a person or
object." V García Hoz (1974:522)
From the point of view of Psychology, there is no learning without interest; We only
learn what interests us. Interest is therefore a desirable attitude towards teaching.
Herraba said that the only book worth reading by the student is the one that can
interest him at the very moment he reads.
Social and economic pressures, as well as domestic disagreements, are largely
responsible for the difficulties he experiences and cause instability. On the other
hand, if the environment that surrounds him is conducive and if there is an effort on
the part of the adults to accept his interests and to the extent possible satisfy his
needs so that he acquires experiences; The period of adolescence will only be a
smooth and simple transition step towards maturity.
The variants are multiple, from differences in age and sex, to factors such as:
intelligence, socioeconomic status, place of residence, physical gifts, opportunities
and experiences, aptitudes, creed, educational level of the family, etc. They limit
themselves to participating in activities that are not to their greatest liking or are
very far from their preferences.
The interests of adolescents "are characterized by being: unstable, expansive and
imply transfer of values" (According to Elizabeth Hurlock 1970:201).
2.12.9.1. Interest Rates
Group them into: social, personal and recreational. But reference will only be made
to personal and recreational interests.
Among the personal ones are the interest in expressing ideas, feelings and
emotions in writing; They write diaries, poems, autobiographies, letters, etc. The

53
readings that the adolescent does voluntarily are linked to the interest that is most
important to them. In many cases, it helps you solve your problems or gain a better
understanding of them so you can solve them.
These types of readings are related to social behavior, occupations, hobbies, skills
of all kinds and personality improvement.
Recreational reading is little in adolescents, due to schoolwork and the inclination
for social activities that increase as heterosexual interests develop.
Individual and sex differences are marked in the readings they perform. Among the
topics that men prefer are: adventure, mystery and humor, sports stories,
inventions, etc.
Adolescents lose interest in fairy tales and fantasy, they prefer sentimental fiction,
especially if it has romantic plots, short stories, historical novels, stories or stories
of family and school life, and they also like poetry.
Their favorite means of reading are magazines, always differentiating between
each sex. Jones say that "the sections they prefer in the newspapers are: the
comic page and the sports page for boys and the social page for young girls. As
they advance in age, they become interested in front-page news, foreign and
national, but very little in editorials" (Hurlock 1970:285).
Why should teenagers read?
Teens who read constantly have an easily accessible hobby that stimulates
imagination and brain function. Reading significantly expands a teenager's mind
while giving them an effective tool to keep stress and boredom at bay. That escape
can become a healthy habit that lasts a lifetime.
Appreciation for diversity:
Through reading, teenagers learn about the world and its different cultures.
Inspiring characters from novels or articles help young people recognize and
develop respect for morality and integrity within different cultures. Reading is
advisable, it helps young people broaden their horizons as they learn about people
around the world and the problems they face. Reading often helps teenagers find
solutions to their own problems.
Relieve the stress:
Reading is a quiet activity that calms the nerves naturally and provides a
stimulating but safe way to relax. Many teenagers maintain hectic schedules, with
academic and extracurricular activities. Taking time regularly to enjoy a good book
helps relieve the pressure and anxiety that comes from sports and school
Developing cognitive skills:

54
Reading helps teens learn new vocabulary and challenges the brain to understand
plot lines, character development, and themes. These tasks stimulate brain cells
and cognitive thinking. Reading during the early years of adolescence increases
cognitive reserves and the mind's ability to defend itself against neuropathological
diseases such as dementia.
https://www.monografias.com/trabajos107/importancia-lectura-adolescentes/
importancia-lectura-adolescentes2.shtml

- They always tell us: You should read, reading is good, etc. But put simply: Why is
it important to read? The benefits that books can give us begin from the moment
the child obtains his first baby book and listens to children's stories, thus
stimulating his thoughts and sharpening his senses.
Reading is an activity that is not so common for many of us, but it is necessary for
our mental development. We have the concept of reading as a boring habit that we
do only when we have to take an exam at school.
If you don't like reading it's because you haven't found the exact book for you. I
recommend that you start reading stories that you like and are passionate about, a
good option is science fiction. This way you can transport yourself to a totally
different world. Make reading a hobby in your life!

55
 CH
AP
TE
R
III
CHAPTER III

3. METHODOLOGY

3.1. Method
- The explanatory method was used

3.2. Technique
- Observation and diagnosis

3.3. Instrument
- A questionnaire was used to then make a diagnosis

56
CHAPTER 57
 IV

4. CHAPTER IV

4.1. CONCLUSION
Reading is not bad, much less boring. How could reading be bad? On the contrary,
well managed, it helps you evolve in many ways, especially emotionally and
spiritually (it depends on what you read, obviously).

Perhaps your friends did not have a stimulus in their family environment that
instilled this habit in them from a young age. That doesn't make them disposable or
less than you, who surely had it.
They know and are aware that reading is good, but they feel limited in this sense,
and that is why they tell you that you look like a "weirdo."

58
It also happens that knowledge should be used for a better coexistence with
others, not as something to boast about or believe special or superior, and the
more you know, the more you have to worry about how to apply what you learned,
having consideration and diplomacy with those who do not share your same
interests or subtly involving them in the benefits of self-improvement.
Reading is the best thing on the planet! Immortal and majestic, it has transcended
throughout history, it has captured the thoughts of adults and children, it has given
us the key to communication, it gives us the tool to express ourselves, it
streamlines our mind, etc. It is seriously majestic.

4.2. RECOMMENDATION
Reading is a task that we all do at some point in our lives, whether for recreation or
education. But sometimes the book we read lacks what we want in our literature.
Try to be in the world of literature while you read. Don't just read the words on the
page, but visualize them. If there is a book, don't read about it, but imagine it in
your mind. If the wind is blowing strongly, imagine its effect on the tree, and how
the leaves move with each movement of the air.
Make your reading area so that it is not comfortable for you to sleep. If you sleep
with the radio on, then turn it off. If you don't like lights on when you sleep, then
turn on the lights. Make the area where you read as least comfortable as possible
for sleeping. This will allow you to be awake and fall asleep within half a page.
Determine what you are supposed to get out of the material you are reading. If you
are reading a report book, then take occasional breaks to put what you are reading
into some kind of context that you can apply to the report.
Take a break from time to time. Some books are a little stale for "hours to finish"
reading, and are recommended for small doses in large quantities.
Put on a cup of coffee, and dig into the book if you have to read it for school or a
work project. It may not be the most exciting material you've ever read, but if you
can come away from the book with substantial knowledge, then someone will
appreciate your effort, even if they won't say it to your face.
Even if it is the most boring book, and dry material written, it is best that you do not
express your opinions. Someone who may like the material or have a relationship
with the writing may take offense to your distaste, even if you're not the only one
with a negative opinion.
Almost all schools require students to read and understand certain books.
Sometimes it can be difficult to enjoy a book if you are forced to read it. However,

59
there are certain ways in which you can improve the reading experience so that
you can manage to read the required texts with ease. Change your reading habits,
learn to read actively and try to develop a genuine interest in narrative.

4.3. BIBLIOGRAPHY

1. "tale." Spanish dictionary . Accessed November 10, 2015.]

2. Back to top ↑ Julio Cortázar, About the story , Ciudad Seva digital site.
3. ↑ Jump to: a b Carmen Roig, Differences between story and novel , Ciudad Seva digital site.
4. Back to top ↑ Julio Cortázar, Some aspects of the story , Literatura.us digital site.
5. Back to top ↑ The difference between a novel and a story , Rincón de los Escritores digital site –
Literary Community , May 2, 2008.
6. Back to top ↑ The narrative: Story and novel (differences) , El Ciclo digital site, June 8, 2009.
7. Back to top ↑ “From the popular story to the literary story”: summary of the conference by José
María Merino , January 27, 2010.
8. Back to top ↑ Popular stories (literary genres and narrative) .
9. Back to top ↑ Begoña Roldán, The popular tale (characteristics and common elements) , March 23,
2011.
10. Back to top ↑ Selection of popular stories
11. Back to top ↑ María Ángeles Cuéllar, The literary story , August 7, 2010.
12. Back to top ↑ Francisco Rodríguez Criado, The best 1001 literary stories in History (72): The moons
of Jupiter, by Alice Munro , June 4, 2011.
13. Back to top ↑ Christian Jacq, Magical knowledge in Ancient Egypt , 143 pages.
14. Back to top ↑ Ricardo Paulo Javier, The Parable of the Barren Fig Tree , February 20, 2008.
15. Back to top ↑ La Fontaine's Fables: The Hare and the Tortoise (the most famous fables of modern
times accompanied by images of the great illustrator of universal literature, Gustave Doré ), October
6, 2007.

60
16. Back to top ↑ Voltaire, Zadig or destiny (eastern history)
 Archived November 5, 2012, at the Wayback Machine . ( text complete ).
17. Back to top ↑ Voltaire, Candide or optimism (long story) ( full text 1
 Archived 2012-10-21 at the Wayback Machine ., full text 2 ).
18. Back to top ↑ Lucas Lacerda, Uma Breve Introdução ao Conto , January 5, 2012.
19. Back to top ↑ This is how you write a story, Mempo Giardinelli , March 1, 2010.
20. Back to top ↑ SMALL CONTO MANUAL FOR BEGINNERS: HISTORY AND THEORY .
21. Back to top ↑ Italo Calvino, Why read the classics (1993), 6 pages.
22. Back to top ↑ Textual genres and native language teaching , page 32/58.
23. Back to top ↑ Italo Calvino, Six proposals for the next millennium ( broken link available on Internet
Archive ; see history and latest version ).
24. Back to top ↑ Fictions: An autobiographical essay
25. Back to top ↑ Tobias Rohmann, An analysis of “The Circular Ruins” by Jorge Luis Borges with a
focus on the function of sleep , page 4 , ISBN 978-3-640-29081-9 .
26. Return to top ↑ José Joaquín, The extension of a novel or a story , September 27, 2010.
27. Back to top ↑ Carmen Roig, Differences between story and novel .
28. Back to top ↑ Ramón Alcaraz, Story and microstory: differences
 Archived July 1, 2012, at the Wayback Machine .
29. Back to top ↑ J. Freddy, M. Monasteries, Dry Lives of Graciliano Ramos: A vision of the proletariat
30. Back to top ↑ Commented summaries: A party by Ivan Ângelo
31. Back to top ↑ “A Festa” – Ivan Ângelo
 Archived 2010-11-21 at the Wayback Machine , December 16, 2007.
32. Back to top ↑ Julio Cortázar, Aspects of the story ( full text
 Archived December 21, 2012, at the Wayback Machine .).
33. Back to top ↑ Julio Cortázar, Some aspects of the story ( full text ).
34. Back to top ↑ Julio Cortázar, Valise de cronópio , Editora Perspectiva (1974), 257 pages.
35. Back to top ↑ «short stories» .
36. Back to top ↑ Alfredo Bosi, O Conto Brasileiro Contemporâneo , Editora Cultrix (1997), 293 pages,
ISBN 85-316-0070-7 and 9788531600708.
37. Back to top ↑ Alfredo Bosi, História concisa da Literatura Brasileira , Editora Cultrix (1997), 528
pages.
38. Back to top ↑ Brief reference: For ALFREDO BOSI, literary activity, as well as any work of art,
surpasses any individual specificity and becomes an instrument of enormous importance for the
formation and characterization of the culture of a people. The aforementioned is a professor, essayist,
and literary historian, as well as a fine analyst of Brazilian society. His essays and books — among
which there are already established classics such as História Concisa da Literatura Brasileira — are
not limited exclusively to the literary field, but also delves into the role played by the writer or the
work being analyzed, in the cultural, historical, and social aspects. Works by Alfredo Bosi: O Pré-
Modernismo (1966); Concise History of Brazilian Literature (1970); O Conto Brasileiro
Contemporâneo (1975); A Word and Life (1976); O Ser eo Tempo na Poesia (1977); Araripe Jr. —
Theory, Criticism and History (1978); Reflections on Art (1985); Brazilian Culture, Topics and
Situações (1987); Céu, Inferno: Essays on Literary and Ideological Criticism (1988); Dialética da
Colonização (1992); The Enigma of Olhar (1999).
39. Back to top ↑ Jean-Paul Sartre, What is literature? , Editorial Losada (2004), 320 pages, ISBN 950-
03-9263-1 and 9789500392631 ( fragment ).
40. Back to top ↑ Jean-Paul Sartre: Works to download or read online, accompanied by classic and
contemporary artistic samples .
41. Return to top ↑ Juan Ramón Pérez, The art of saying things (dissertations in favor of technique) ,
August 3, 2003.
42. Back to top ↑ Donaire Galante, Do you want to be a writer?: Commitment writing , October 25,
2012.
43. Back to top ↑ Around the writer's profession , essay read by the Venezuelan writer Eduardo Liendo,
on November 27, 2011, Círculo de Escritores de Venezuela.
44. Back to top ↑ Consult entry Esteban Antônio Skármeta Branicic in Estudos Literários: Conceitos de
writers sobre o conto , May 4, 2009.
45. Back to top ↑ Joaquim Machado de Assis , Midnight Mass (see full text

61
  Archived October 17, 2012, at the Wayback Machine . in Spanish)
46. Back to top ↑ Maria Antonieta Pereira, Ricardo Piglia and the fiction machine , document
Universidade Federal de Minas Gerais.
47. Back to top ↑ Ricardo Piglia, The writer's laboratory , document-essay ufrgs-br.
48. Back to top ↑ Ricardo Piglia, Prison Perpétua
 Archived March 11, 2013, at the Wayback Machine ., Editora Iluminuras (1989), 124
pages, ISBN 85-85219-16-5 ( text ).
49. Back to top ↑ Interior Monologue .
50. Back to top ↑ James Joyce: the master of the revolutionary interior monologue , January 13, 2011.
51. Back to top ↑ María Ángeles Sanz Manzano, The poet and his theory of the novel , 29 pages.
52. Back to top ↑ The trunk of stories: First Person
53. Back to top ↑ The third person narrator
54. Back to top ↑ Narrators
55. Back to top ↑ Omniscient narrator
56. Back to top ↑ Modern encyclopedia, 1853

CYBERGRAPHY

57 ( http://sincronia.cucsh.udg.mx/montoya02.htm )

58
https://espanol.answers.yahoo.com/question/index;_ylt=AwrC1CqGuvFbrmkAZR4DEQx.;_ylu=X3o
DMTEzdXN1dTFpBGNvbG8DYmYxBHBvcwMxBHZ0aWQDRTFDMDAxXzEEc2VjA3Ny?
qid=201203192122 47AAePI31

https://www.tiposde.org/lengua-y-literatura/106-tipos-de-cuentos/
#ixzz5VSHCiDOI

4.4. GLOSSARY
self advocacy
Skill and understanding that makes it possible for children and adults to
explain their specific learning disabilities or needs to others.
Self monitoring
The ability to observe yourself and know if you are doing an activity according
to a standard. For example: knowing whether or not you understand what you
are reading or whether your tone of voice is appropriate for the
circumstances.
Literacy trainer
A reading specialist who trains and provides help and guidance to teachers in
becoming familiar with and practicing different teaching programs.
Absurd : opposite to reason or logic.║ It is not related to the context and is
perceived as lacking meaning or logical connection.

62
Alliteration : it is the rhythmic reiteration of a sound or set of sounds.
Syntactic ambiguity : generally in poetry, phrases that can be interpreted
syntactically in two different ways. This ambiguity is related to a contradiction
in the text.
Anaphora: is a figure of addition, which consists of rhythmically repeating a
word, expression, idea, etc. .
Animation : consists of the attribution of characteristics of an animated being
to an inanimate being.
Antinomy : contradiction between two ideas. (See dichotomy)
Argumentation : carrying out reasoning that is used to prove or demonstrate
a hypothesis, or to convince another of what is affirmed or denied.
Argument : issue or theme that a literary work deals with.
Barbarism : lack of culture (definition from the Sopena Encyclopedic
Dictionary, Barcelona 1976). According to what was seen and discussed in
class, in the work "Facundo" by DF Sarmiento opposes civilization in the
civilization - barbarism dichotomy. In some works, the characters' desire to
overcome that dichotomy is raised.
Biography : story of a person's life. Autonomous literary genre in which the
evolution of a personality is narrated. It belongs to non-fiction.
Context : general circumstances that can influence the message.
Decoding : process by which the listener or receiver modifies the message
so that they understand it.
Dichotomy : opposition between two irreconcilable ideas (for example:
civilization - barbarism).

Free direct speech : it is that speech in which the message is transcribed,

without using quotation marks or naming the author. (e.g.: He liked the novel.)
Direct speech : it is that speech in which the sender's words are transcribed
without alterations. It is written in quotes. (e.g.: Juan said: "I liked the novel")
Indirect speech : it is that speech in which the sender's words are
transcribed and in which the same verb tenses and words spoken by the
sender are not used. (e.g.: Juan said he liked the novel)
Discourse : way in which the story is told. ║ Writing or representation
strategy. ║ Series of words and phrases used to express what one thinks or
feels.
63
Double meaning : figure of addition that consists of the preparation of a
statement so that it has more than one denotative meaning.
Interliterariness : literary resource that consists of introducing elements from
other known texts into a text.
Intertextuality : literary resource by which elements from another text are
added that can be easily recognized. This resource contributes to achieving
verisimilization, and is divided into three levels:
1. relationship between two or more particular texts.
2. relationship of the texts with the class to which they belong and that
configures an "architect", a text in a canonical form that governs all texts of
the same class.
3. relationship with principles or concepts of the time, which are generally
social, ethical values, etc.
Message : statement. It is encoded or emitted by a speaker or sender
through the channel and by means of a code and is received and decoded by
a receiver or listener.
Metaphor : figure of substitution by analogy that consists of replacing one
element with another that can be associated with the original due to some
resemblance or similarity.
Meta text : model text of each genre and subgenre, which each recipient
imagines. When a text is presented that does not meet the characteristics
and conditions established in our ideal model, it produces rejection, surprise,
etc. A text seen in class that does not coincide with the guidelines established
by the genre to which it belongs is "A man passes by with a bread on his
shoulder", by Cesar Vallejo. An example of a meta text is: "Poetics" by
Aristotle).
Metonymy : figure of substitution due to continuity that consists of replacing
an element with another that can be associated with the original because it
has some proximity to it.
Metric : within poetry, it consists of the measurement in syllables of each
verse of a lyrical work.

64
65