Ingles Modulo 1 2020 Actividades para El Alumnos

I
IDIOMA INGLÉS
ACTIVIDADES
PARA
MÓDULO I
HANDOUTS FOR EAP READING

AND ACADEMIC LITERACIES
AÑO 2020
© 2020. Mazzei, R. Handouts for EAP Reading and Academic Literacies. Facultad
de Psicología. Universidad de Buenos Aires.
Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-
NoDerivados 4.0 Esta obra consta de 39 páginas.
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IDIOMA INGLÉS STUDENTS´ HANDOUT MÓDULO 1
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Week 1 Introducción al Módulo 1
Academic literacies: what does it mean to belong to an

undergraduate learning community?
What academic tasks do you do as a student? What genres do

you read or listen to and what genres do you produce?
Reading tasks
Week 2 Powerpoint presentations
Week 3 Powerpoint presentations
Week 4 Posters
Week 5 Posters
Week 6 Extended definitions
Week 7 Extended definitions
Week 8 Abstracts
Week 9 Abstracts
Week 10 Academic book chapters
Week 11 Academic book chapters
Week 12 Integration of contents and tasks
Week 13 Examen (parcial)
Week 14 Project based learning / presentation of final product
Week 15 Recuperatorio
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INDEX
TASKS FOR WEEK 1 ……………………………………………….….. page 4
TASKS FOR WEEKS 2 AND 3 ……………………………………….. page 7
TASKS FOR WEEKS 4 AND 5 ………………………………………. page 13
TASKS FOR WEEKS 6 AND 7 …………………………….…………. page 19
TASKS FOR WEEKS 8 AND 9 ………………………………….…… page 28
TASKS FOR WEEK 10 AND 11 ………………………………….… page 33
TASKS FOR WEEK 12 …………………………………………………. page 37
OTHER COURSE TASKS ……………………………………………… page 38
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INTRODUCTION TO MODULE 1
Week: 1 Dates:
Genre: genres that students may Material:
mention (with the teacher´s guidance)
Excerpts from different genres.
in relation to the learning community
and the community of practice of
psychologists, therapists, etc.
Objectives
NB: estos son los objetivos como aparecen en el Programa de la materia. Para cada semana,
seleccionar o focalizarse en algunos de ellos.
Objetivos generales
Identificarse como integrantes de una comunidad de aprendizaje.

Identificar los géneros propios de la comunidad de discurso de las disciplinas y sus
rasgos típicos.
Aplicar estrategias de lectura de acuerdo al propósito de lectura.
Analizar de forma crítica los textos leídos durante la cursada.
Reconocer competencias académicas y sus posibles transferencias a otras materias.
Reconocer y valorar actitudes, saberes, valores y el plurilingüismo de ámbitos
académicos de otras culturas.
Utilizar recursos tecnológicos para la realización de tareas y búsqueda de material.
Realizar tareas en forma colaborativa.
Objetivos específicos
Serán indicadores de evidencia de aprendizaje si los estudiantes pueden
A) En relación al contexto académico
Analizar el contexto académico y la inserción de la materia Inglés en este contexto.

Reconocer la relevancia de los diferentes tipos de textos en las disciplinas.
Integrar las prácticas de lectura con tareas propias de la comunidad de aprendizaje
de los alumnos y de los profesionales de la disciplina.
B) En relación al discurso académico
Comprender las características textuales y contextuales de los géneros propios de

las disciplinas.
Aplicar estrategias de lectura según los propósitos del lector.
Sintetizar información de distintos textos.
Integrar el conocimiento sobre los recursos léxicos y gramaticales con los otros
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aspectos de los géneros discursivos.

Analizar el contexto de situación para una mejor comprensión de los textos.
Identificar los modos del discurso en los géneros y reconocer el aporte de este
conocimiento para la comprensión del texto en inglés.
Identificar distintos modos en los textos multimodales y relacionarlos de
modo cohesivo para recrear la información de los textos.
Integrar la lectura en inglés con otras competencias mediante translanguaging.
Extraer información específica de fuentes diversas, ya sean impresas o digitales.
Aplicar criterios de selección de búsqueda de información en internet y las
redes sociales.
C) En relación a las capacidades fundamentales:
Serán indicadores de evidencia de aprendizaje si los estudiantes pueden:
Demostrar capacidad y estrategias para resolver problemas (de lectura,

de integración de lectura y escritura, de tareas académicas)
Implementar estrategias de pensamiento crítico y creativo para la comprensión
de textos y resolución de problemas.
Valorar que el aprendizaje de otras lenguas permite la comunicación con otras
personas y otras culturas.
Trabajar en equipos en forma colaborativa.
Integrar distintas estrategias metacognitivas para reflexionar sobre sus aprendizajes y
modos de conocer (aprender a aprender)
Seleccionar y utilizar recursos digitales de manera crítica y creativa.
Tener predisposición para el aprendizaje, incluso cuando encuentren problemas
(growth mindset) y para hacer sus aprendizajes y pensamientos visibles.
Demostrar responsabilidad y compromiso con el estudio, las tareas y la
participación en clase.
A) PREPARATION READING TASKS
GENRE
Identificar y practicar de manera general los contenidos del curso y por lo tanto no se
espera una lectura detallada de los textos para esta clase.
Identify (name) the genres and their characteristics. Consider:
1)Structure 2) Possible audience(s) 3) Possible writer(s)

4) Key vocabulary 5) Typical grammar 6) Location (where the text
is likely to be
found/published)
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READING
1. Reading strategies to overview text.
Titles
Key words se llama cognados a aquellos términos que tienen un mismo origen
etimológico, pero una distinta evolución fonética y, a menudo, también
una distinta semántica. Por ejemplo, encyclopaedia es un cognado de
Cognates enciclopedia.
Paratextual elements.
B) CORE READING / LITERACY TASKS
1) Reading in more detail to corroborate reading hypotheses.
2) Thinking routine: Headlines
C) FOLLOW-UP TASKS
Reflection on tasks:
How has the genre analysis helped you when anticipating the content of each text and/or
when reading in more detail?
D) LANGUAGE
Task: What do I know about English?
E) PROJECT BASED LEARNING
Form teams, which will be fixed for the rest of the quarter.
Each team chooses a topic to explore (topics may be repeated)
Inquiry based questions:
(Además de las preguntas indagatorias, los estudiantes deberán decidir el camino a recorrer
para investigar, indagar, sobre la temática del proyecto mediante la resolución de problemas)
F) ICT INTEGRATION (ICT = Information and Communication Technology)
You will be using ICT resources beyond the classroom for some tasks.
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GENRE: POWERPOINT PRESENTATION

Week: 2 and 3 Dates:
Genre: Powerpoint presentation Material: Texts 1, 2 and 3
Objectives
GENRE
1. Analyze the genre. Consider:
Name of the genre: Possible writer: Possible audience:
Purpose(s): What is the purpose of this whole text?
Possible settings (where the text may be published/shown/shared):
Structure (layout): How is the whole text structured to meet its purposes?
Expected organization:
Expected language (grammar/ lexis):
2. Set the purpose for reading (think of other possible link to other tasks related to
the reading of the PowerPoint)
3. What other (academic) genres are produced as a response to or in relation to the

PPT presentation?
4. Why do you think a PowerPoint presentation is a multimodal text?
READING
1. Experiencing the known: what do you know about the topic of the PPT?
Thinking routine: Think-Pair-Share.
2. Consider the number of slides in the PPT and possible content and sequence.
3. Focus on key words (if the PPT is well written, then there should be mostly key
words and very little, or no, narrative passage) What is the content of the
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powerpoint presentation based on? Is it based on research, an interview, a

bibliographical search/literature review, etc.?
4. Experiencing the new: How do you think you can relate your previous knowledge
with the information in the PPT?
5. Summarize what was gained from previewing. What do you think the text could be
about?
1. Read in more detail to corroborate reading hypotheses and relate the information
in the text to your prior knowledge. You may complete this chart:
2. Make inferences about the author´s purposes and intentions. What does the author / do
the authors want their audience to learn?
3. Conceptualizing by naming: Identify concepts and the way they are defined. For
example, are the definitions extended through examples and/or argument, through
comparison/contrast to other concepts?
4. Infer the meaning of words based on internal (morphology) or external clues.
5. Make notes.
6. Paraphrase part of the text. For example choose slides referring to the same
concept and paraphrase by integrating information.
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7. Reset (if necessary) reading/learning goals at a different level of understanding

because the text suggests that there might be a more appropriate goal.
8. Thinking routine: I used to think …, but now I think …
C) FOLLOW-UP TASKS
Applying
… appropriately: Putting meanings and knowledge to work effectively in proximate contexts
… creatively: Transfer of knowledge to different contexts, hybrid knowledge and

cultural creations expressing student voice and perspective
1. List pieces of information.
2. Summarize the text.
3. Self-question, self-assess over text content.
4. Imagine how hypothetical situations might be viewed in light of information in the

text.
5. Reflect on information in the text. How relevant is the information presented in

the chapters to your course of studies/future profession? Account for your
answers with information from the text.
6. Debate and discuss.
7. Use diagrams, tables, outlines to summarize the text.
8. Give an oral presentation on the same topic (this could be with extra web-
search tasks on the same topic for the following class) Consider translanguaging
here: you have read the powerpoint presentation in English and your
presentation will be in Spanish.
D) PROJECT BASED LEARNING
WEEK 2: For next class, search for a PowerPoint presentation related to the topic of the
class project. Bring the PPT to class because you will be working with it with your group.
WEEK 3: With your group, take notes on the information in the PowerPoint presentation that
you have chosen considering your inquiry-based questions. How does the information relate,
support or contribute to your research topic?
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E) ICT INTEGRATION
Web search for a PowerPoint presentation on the topic agreed upon for the class project.
F) LANGUAGE
Genre Powerpoint presentation

Typical Key words
language
features Nominal groups
Conjunctions (connectors) and discourse markers
Morphology (to infer meaning of words)
Multimodality (how the different modes that there may be in the PPT
give cohesion to meaning)
Tasks 1. Find examples of key words in the model text. How are the words related?
2. Identify key concepts in each slide. What information is given about them?
(Either in a nominal group –body dismorphic disorder- or in the rest of the text)
3. Multimodality: what modes can you identify in the PPT? Consider:
Image
Writing
Layout /spatial
Music and/or soundtrack /audio
Gesture
Speech
Moving image (e.g. a video/short film)
3D objects
How do these modes relate to give cohesion to the text?
4. Morphology/word formation: In the sample text, find words related to

the ones below. Write them in the space provided and then explain how
each pair of words change their meaning.
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a) Morphic ……………………
b) Manage ……………………
c) Identify …………………….
d) Appear …………………….
e) Evaluate …………………...
f) Satisfied ………………….…
g) Function …………………….
Sample text
Body Dysmorphic Disorder

Diagnosis and Management
J. Kevin Thompson, Ph.D.

Department of Psychology
University of South Florida
Overview
• What is Body Image

• What is Body Dysmorphic Disorder?
• Characteristics of BDD with Hair as
a Primary Focus
• Identifying BDD Patients
• What to do with a BDD Patient
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Body Image: Definition
• Body image: a subjective evaluation of your outward

appearance, contrasted with an objective evaluation (from
someone else)
• More than 50% of American women and 45% of American
men are dissatisfied with their overall appearance and body
image
• Body image dissatisfaction leads to many appearance
enhancing behaviors, including weight loss, exercise,
cosmetics use, cosmetic surgery, and hair restoration.
*Thompson et al. (1999). Exacting beauty: Theory, assessment and treatment of body image
disturbance. American Psychological Association.
Psychological Conditions with

a Body Image Component
• Hypochondria • Sexual Dysfunction

• Somatic Delusions • Schizophrenia
• Anorexia Nervosa • Depression
• Bulimia • Social Phobia
• Gender Identity • Body Dysmorphic
Disorder Disorder
DSM-IV-TR Diagnostic Criteria for

Body Dysmorphic Disorder
A. Preoccupation with an imagined or slight defect in

appearance. If a slight physical anomaly is present, the
persons concern is markedly excessive.
B. The preoccupation causes significant distress or
impairment in social, occupational, or other important
areas of functioning.
• Avoidance of social situations or anxiety in social situations, depression, behaviors to

modify appearance, etc.
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GENRE: POSTER

Genre: Poster Material: Texts 4, 5 and 6
Objectives:
GENRE
1. Experiencing the old / the new in relation to the genre. What do you know about the
genre “poster” or “conference poster”? Have you ever seen one in an event, online? Have
you ever written a poster?
2. Analyze genre. Consider:
3. Set purpose for reading (link to other tasks related to the reading of the
poster) What do you expect to learn about the genre “poster”?
4. Genre chain: what other (academic) genres are produced as a response to or in

relation to the poster? Consider also genres or academic activities prior to the
writing of the poster.
5. Multimodality: Why is a poster a multimodal text? What modes can you identify in
the posters? How do the modes complement to convey meaning? What are the
advantages of presenting information in the poster genre?
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READING
1. Identify the words that signal the different sections of the poster. Then, in each section,
scan for words related to the section. For example, in the section METHODS, an
expected word to find is PARTICIPANTS or SUBJECTS.
2. Select key words: related to the topic, title, and paratext.

Based on words one knows to determine what is important in the text and to
construct meaning of the text.
3. Thinking routine: Think, Puzzle, Explore
What do you think you know about the topic of the poster?
What questions or puzzles do you have?
What does the topic make you want to explore?
1. Identify key information in each section of the poster. Consider visual elements
in the poster that could enhance/ compensate for meaning (integrating visual
and linguistic modes)
Introduction:
Methods:
Results:
Discussion/conclusion:
2. Paraphrase part of the text.
3. Explicitly look for related works, concepts, or ideas in the text and use them to
construct a main idea, gist, or summary.
4. Highlight, underline, circle, make notes, outline important information in the text.
5. Read and take notes: Integrate information from the sections of the poster (e.g.,
how do the objectives relate to the results?)
6. Multimodal analysis: how do the visual elements (charts, diagrams, tables, figures,
etc.) relate to the content of the poster? Different groups in the class may focus on a
different visual mode and provide the explanation.
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7. Thinking routine revisited. How do the answers to these questions in the

preparation reading tasks section have changed now that you have more
information on the topic? Have your questions or puzzles been answered?
What do you think you know about the topic of the poster?
What questions or puzzles do you have?
D)FOLLOW-UP TASKS
APPLYING
… appropriately: Putting meanings and knowledge to work effectively in

proximate contexts

cultural creations expressing student voice and perspective
1. Summarize in one or two sentences each section of the poster.
2. Referring to the poster, explain/present the poster as if you were in a conference

(translanguaging needed, that is, poster in English and presentation in Spanish)
3. How relevant is the information presented in the posters to your course of

studies/future profession? Account for your answers with information from the text.
4. Thinking routine revisited. Revise the answer to this question in the preparation reading
tasks section:
What does the topic make you want to explore?
WEEK 6: For next class, search for a Poster related to the topic of the class project.
Bring the Poster to class because you will be working with it with your group.
WEEK 7: With your group, take notes on the information in the Poster that you have
chosen considering your inquiry-based questions. How does the information relate,
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E) ICT INTEGRATION
Visit the following website and see the information on the student poster awards.
What information do you get? What calls your attention?
https://www.spsp.org/awards/annualawards/studentawards/graduate-student-poster-
award
You can also visit this website to find examples of instructions for presenters of both posters and powerpoint
presentations:
https://convention.apa.org/attend/resources-for-presenters
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F) LANGUAGE
Genre Poster
Typical Genre structure
language
features Specific language for each section of the poster
Lexical cohesion and key words
Conjunctions (connectors)
Noun groups
Multimodality
Tasks In the posters for these classes:
1. Identify the sections in the poster. What are they called?

2. What is the function of each section?
3. How is multimodality used in this poster? What modes can you identify?
How do they relate to give cohesion and coherence to the whole text?
4. Highlight or identify in some way the language typical of each section. For
example, in the Introduction we can highlight:
“Traditional research on popularity has stressed …”
In the Objectives section:
“The present study investigated …”
5. Lexical cohesion: list the words that are related to the topic of the poster.
Can you form more than one lexical set?
6. Connectors. Indicate the function of the following connectors and the
ideas they relate. For example, in the Introduction:
however, although
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Common text connectives and their functions
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GENRE: EXTENDED DEFINITIONS

Genre: Extended definitions Material: Texts 7, 8 and 9
Book sections
Encyclopedia articles/ glossaries
Professional association websites
Objectives
GENRE
2. Set purpose for reading (link to other tasks related to the reading of the extended
definitions)
3. Genre chain: In what other (academic) genres can you read or use the definitions of
concepts?
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READING
1. Task: Completing Venn Diagram. Complete the left-hand circle of the diagram with
information you know or you think you may know about the concept defined in the text
you are going to read. You don´t have to read the text; this is just a prediction stage in the
reading process.
2. Focus on text structure.

Scan for the elements in the formal definition first, that is,
TERM + LINKING VERB + CATEGORY + DISTINGUISHING FEATURES
and once you have identified this, you can skim for discourse mode, that is, how the
formal definition is extended (comparing, exemplifying, contrasting, instructing …)
3. Compare your knowledge about the concept and the information you could identify
in this preparation stage (before reading in detail)
4. Complete (provisionally), the rest of the Venn Diagram.
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1. Corroborate the information in the Venn Diagram.
2. Explain the concept/condition (e.g. “grief”) and the related information (symptoms,
treatment …) You can complete the following Frayer Model:
3. Focus on linguistic features (cohesion, morphology)
4. Relate the different elements of the definition and paraphrase the definition in
Spanish. The different elements are basically:
TERM/CONCEPT + LINKING VERB + CATEGORY + DISTINGUISHING FEATURES
C) FOLLOW-UP TASKS
APPLYING
… appropriately: Putting meanings and knowledge to work effectively in proximate

contexts, for example by paraphrasing the information in the definitions as if this
were to be part of a literature review or notes for future use in an academic paper.

cultural creations expressing student´s voice and perspective.
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1. Explain how the information you included in the Frayer Model is signaled in the text.
2. Identify categories for other terms/concepts.
3. Directed paraphrasing: explain concepts in your own words. Write about a particular
concept from the text you are reading as if you were to use that information in one of
your papers.
4. Compare the definition of the concept as defined by another author, school of thought,
etc. Complete a chart (e.g. Venn diagram, o a T table) with similarities and differences.
5. How relevant is the information presented in the extended definitions to your course of
6. Concept matrix.
Purpose: To retain concepts; to personalize ideas; to explain concepts.
Complete the matrix/table with concepts you can identify in the texts you are
reading or you have read. Having information laid out visually can help students to prepare
for a test or see how different concepts fit together.
Example: Based on the readings for today, fill in the following matrix:
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Course Description Examples from the

concept readings
WEEK 8: For next class, search for an extended definition related to the topic of the class
project. Bring the extended definition to class because you will be working with it with
your group.
WEEK 9: With your group, take notes on the information in the extended definition that you
have chosen considering your inquiry-based questions. How does the information relate,
E) ICT INTEGRATION
1. Choose a concept you are studying in another/other subject(s). Trace the definition of
that concept in different sources (in English) on the Web and take notes (in Spanish) in
the following table, or use other ICT resources to present the information:
CONCEPT:
SOURCE 1: SOURCE 2: SOURCE 3:
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F) LANGUAGE
Genre Extended definition

Typical Components of formal definitions. Also work on linking/relating verbs in
language definitions (to be, may be defined as, is known as)
features
Discourse features to signal discourse modes in extended definitions.
Lexis: categories for concepts (in definitions). Work on categories (branch,

theory, approach, method, etc.)
Morphology (derivational)
Connectors and their functions. The following are taken from the texts you
are reading:
yet despite for instance thus
in addition therefore while (whilst) however
as well as
Tasks In the sample extended definition (Grief) below:
1. Identify the components of the definition and then copy them in the
following table:
Components of definitions
TERM/CONCEPT RELATING VERB CATEGORY DISTINGUISHING

FEATURES
2. How is the formal definition extended? What discourse modes are there?
How are they signaled linguistically?
3. As you continue reading definitions in other texts, create a list of the

concepts/ terms and the categories they belong to. You may also refer to
the texts read in this course so far and find examples of definitions and
categories.
4. Morphology/word formation: In the sample text, find words related to

the ones below. Write them in the space provided and then explain how
each pair of words change their meaning.
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a) behave ……………………
b) vary ……………………
c) predict …………………….
d) day …………………….
SAMPLE TEXT
https://www.psychology.org.au/for-the-public/Psychology-Topics/Grief
Grief
Grief is the natural reaction to loss, and can influence the physical, emotional,
5 cognitive, behavioural and spiritual aspects of our lives.
Grief can be experienced in response to a variety of loss-related events, such as the

death of a loved one, separation or divorce, the loss of a sense of safety or
predictability, physical incapacity through disability, or the loss
10 community due to disaster.
People cope with grief and loss in a variety of ways. While some might find it helpful to
talk openly about the experience, others might prefer time alone. The intensity
and duration of the grieving process can also differ between individuals. For
most people, the experience of grief will dominate their emotions, thoughts,
and behaviours for a
15 number of weeks or months.
As time passes, most individuals learn to cope with their grief and go about
their daily lives, although for many the loss will remain a part of them. Most
people who experience loss will not need professional help, however some
(approximately 10 to 20%) seek and require professional support.
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COHESIÓN: recursos léxicos y gramaticales1
Un texto tiene unidad de significado a partir de las marcas que ese texto contiene que le
permite al lector establecer ligaduras entre dos palabras que se encuentran en oraciones
diferentes o en párrafos diferentes en un texto.
Los tipos de conexiones o ligaduras entre partes del texto pueden ser:
referencia
sustitución
elipsis
conjunción y
cohesión léxica.
Todas estas conexiones dan cohesión a un texto.
Consideremos este resumen en español e inglés:
Retroalimentación recursiva y cambios en la calidad de los textos
escritos por estudiantes de nivel universitario: un estudio de caso

Iris Vardi (Curtin University of Technology), Australia. Janis Bailey (Edith Cowan University), Australia
Resumen
Las condiciones que debe reunir la redacción de trabajos en el curso de los estudios de
grado constituyen un desafío a la capacidad de escritura de muchos
estudiantes. Con frecuencia se exige que los alumnos presenten, en una secuencia lógica y
lineal, varias ideas complejas, relacionadas entre sí, con conexiones y nexos claros en todos
los niveles del texto. Sin embargo, a pesar de que los estudiantes se esfuerzan por lograr
esta coherencia, es común que los profesores manifiesten quejas sobre la capacidad de los
alumnos de explicar sus ideas con claridad.
Este artículo describe el proceso llevado a cabo por una profesora que procuró establecer
una relación de cooperación con sus alumnos con el objetivo de ayudarlos a desarrollar sus
habilidades de escritura por medio de la retroalimentación recursiva en el marco de un curso
que presentaba desafíos desde el punto de vista conceptual. El análisis de un estudio de
1
Explicación por la Profesora Cecilia Pfister
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caso que identifica los cambios logrados en la fluidez con que podían leerse tres intentos de
redacción de un mismo texto constituye la base para el examen del papel que puede
desempeñar el feedback en el desarrollo de la capacidad de redacción en la educación
superior.
Palabras clave: capacidad de redacción, retroalimentación recursiva, educación superior,

didáctica de la escritura
Abstract
Conditions required by writing in university studies present a challenge to many students'

writing abilities. They are often required to present, in a logical and linear sequence, some
complex ideas, with clear connections and links at every level of the text. Yet, in spite of the
fact that students make efforts to get this coherence, professors often complain about their
ability to explain ideas clearly. This paper describes the process a lecturer who tried to
establish a partnership with her students, with the aim of helping them to improve their
writing skills by the iterative feedback. The group presented some challenges from the
conceptual point of view. The analysis of a study case that shows the changes obtained in
the fluency of three writing attempts makes the bases to discuss the role the iterative
feedback can play to develop the writing ability in tertiary education.
Key words: writing ability, iterative feedback, tertiary education, writing didactics.
Alumnos: es un sinónimo de estudiantes en este párrafo.(referencia)
Texto: se entiende como texto que los estudiantes escriben. (elipsis)
Sin embargo: es un nexo que anticipa que se introducirá una evaluación contraria a la
esperada. (conjunción)
Capacidad: es una palabra que ya ha aparecido previamente en el texto (reiteración/

cohesión léxica)
Sus: se refiere a estudiantes. (referencia)
Este: se refiere al texto que se está leyendo (referencia)

Curso: es otro caso de repetición. (reiteración)
La educación superior es una paráfrasis del término estudios de grado. (sustitución)
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GENRE: ABSTRACT

Genre: Abstracts Material: Texts 10, 11 and 12
Abstracts in journal articles
Abstracts in conference proceedings
Abstracts in book chapters
Objectives
A)PREPARATION READING TASKS
GENRE
1. Analyze genre
How are the abstracts in the booklet structured?
What sections can you identify?
What are the communicative purposes of abstracts? Which texts can they be part
of?
Where can you find them?
Do you know any other type of abstracts?
Who could write abstracts? Who could read them?
Have you ever written an abstract? If so, in which situation/context?
2. Set purpose for reading (link to other tasks related to the reading of abstracts)
3. Genre chain: In what other (academic) genres can you read/ find abstracts?
READING
1. Read title of a journal article/ book chapter, etc. to predict content.
2. Scan and skim (identifying genre features and genre structure)
3. Identify key words and lexical cohesion.
28
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4. Relate content with title.
5. Anticipate what the whole article, chapter, etc. could develop.
6. Based on the skimming of (3) abstracts, decide which text you would like to
continue reading in depth (for example, the complete article, chapter, etc.)
B) CORE READING/ LITERACY TASKS
1. Experiencing the new: Chat Chart
After reading/viewing a text/s students discuss the text in small groups and then complete the
chart.
My words My questions
The most important parts My connections
My thoughts
A variation
Facts
Other posible connections
2. Based on a longer article (with abstract omitted), write in small groups the
structured abstract (in Spanish). Then, following the carousel strategy, read and
comment on/compare abstracts.
3. Reacting to text: what information called your attention? Can you relate it to
other subject content/ topics and/or authors you have studied?
4. Problem solving tasks: Find, for the following class, the complete text based on
the abstract chosen, or a text related to the topic of the chosen abstract.
C) FOLLOW-UP TASKS
1. Thinking routine: How relevant is the information presented in the abstracts to

your course of studies/future profession? Account for your answers with information
from the text by presenting evidence from the texts. Be ready to answer the question:
What makes you say that?
29
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WEEK 10: For next class, search for an abstract related to the topic of your class project.
Bring the abstract to class because you will be working with it with your group.
E) ICT INTEGRATION
1. Do a web search for abstracts related to the group project.

2. In the case of conference abstract, read the abstracts of presentations and say which
presentation you would like to go and listen to if you had the chance to go to that
Conference.
30
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F) LANGUAGE
Genre Abstract
Typical
language Lexico-grammatical features of each section of the abstract (introduction,
features objectives, method, results, conclusion)
Verb group: tenses
Tasks In the sample abstract below:
1. Identify what parts refer to:

a) The presentation of the research topic
b) The method/ procedure to collect data
c) The results
d) The conclusion
2. How could you identify the sections of the abstract? What words helped
you to identify them?
3. Underline the processes (verbs) in the abstract. What is the main tense in
the abstract? Why is this tense common in abstracts?
31
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SAMPLE TEXT
Personality and Individual Differences

Volume 98, August 2016, Pages 96-101
An ecological systems model of trait resilience: Cross-cultural and clinical

relevance
1
2 Authors: JohnMaltby, LizDay -Piotrowska,
3 HidefumiHitokoto, TomaszBaran, CeriJones,
4 AnjaleeChakravarty-Agbo, Heather D.Flowe
5
6 https://doi.org/10.1016/j.paid.2016.03.100Get rights and content Highlights
7
8 Study suggests a three factor bifactor model and measure of trait
109 resilience.
11
12 Configural invariance across US, Polish and Japanese samples
13 Resilience factors related to adaptive expressions of wider trait
14 personality
15 Engineering and adaptive trait resilience predict clinical caseness of
16 depression.
17
18 Adaptive trait resilience predicts clinical caseness of anxiety.
19
20 Abstract
21
22 The study explored how scores on the three dimensions of the
23 Engineering, Ecological, and Adaptive Capacity (EEA) trait resilience
24 scale, derived from Holling's ecological systems theory of resilience,
25 demonstrate fit within higher-order bifactor models of measurement,
26 cultural invariance, and associations with clinical caseness of affect.
27 Three samples (295 US adults, and 179 Japanese and 251 Polish
28 university students) completed the EEA trait resilience scale. In addition, a
29 subsample of US adults were administered the Ten-Item Personality
30 Inventory and the Hospital Anxiety and Depression Scale). Across all
31 samples, a higher-order bifactor model provided the best fit of the data,
32 with salience of loadings on the three group factors. A multi-group
33 comparison found configural invariance, but neither metric nor scalar
34 invariance, for EEA resilience scores across the three samples. Among
35 the US sample, engineering and adaptive trait resilience scores predicted
36 clinical caseness of depression, and adaptive trait resilience scores
37 predicted clinical caseness of anxiety, after controlling for sex, age,
38 income, education, employment, and personality. The findings suggest
39 the cross-cultural replicability of the structure (but not the meaning) of the
40 three-factor EEA measure of trait resilience, and its relevance for
41 predicting clinical caseness of affect among a US sample.
32
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GENRE: ACADEMIC BOOK CHAPTER

Genre: Academic book chapter Material: Texts 13 and 14
Book chapters
Objectives
A)PREPARATION READING TASKS
GENRE
2. Set purpose for reading (link to other tasks related to the reading of the extended
definitions)
3. Genre chain: In what other (academic) genres can you read or use the definitions of
concepts?
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READING
1. Thinking routine: Complete KWL chart (first two columns).
What I know (about the What I want to know What I learned

topic of the text)
2. Identify goals of the chapter and predict chapter organization and content.
3. Skim for sections and the discourse modes present in them (scan for discourse modes
signals)
1. Confirm or disconfirm background knowledge (in the first column of the KWL chart)
2. Find the answers to the questions you asked (in the second column of the KWL chart)
3. Confirm discourse modes in each section of the chapter and indicate how the linguistic
signals (conjunctions, discourse markers, for example) contribute to the creation of
meaning and understanding of the section.
4. Identify key concepts or constructs and explain how they are defined (and how the
definitions are extended).
5.Choose a paragraph in the chapter and decide its function in the text.
6. Annotate the text (annotating strategy).
7. Compare chapter goals with the rest of the chapter content.
8. Analyze summary/conclusions at the end of the chapter.
34
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C) FOLLOW-UP TASKS
1. Re-read the learning objectives at the beginning of the chapter “Trait Psychology”.
What have you learned by reading (part of) this chapter?
2. How relevant is the information presented in the chapters to your course of

3. Academic paraphrasing: Choose a part of the text (a paragraph, a definition of a

concept) and paraphrase it in Spanish. Remember the strategies for academic
paraphrasing.
4. Complete the third column of the KWL chart. What have you learned about the
topics of the texts? What have you learned about the reading process?
WEEK 11: With your group, take notes on the information in the abstract that
you have chosen considering your inquiry-based questions. How does the
information relate, support or contribute to your research topic?
E) ICT INTEGRATION
Search for the authors of the texts you are reading this week. You can find them on professional
association websites or in social media. Choose one and relate his/her areas of interests/of research
and compare how they relate to the contents of the texts you have read.
35
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F) LANGUAGE
Genre Academic book chapter

Typical
Cohesion (reference, conjunctions)
Lexical cohesion
Noun groups
Language to signal discourse modes
Verb group (tenses)
Abstract verb groups referring to the work in the text/to composer (e.g.
language depict, portray, present, use, explain)
features
Tasks
1.Identify key words and noun groups that are related to the topic of the text.
How are these related? Can you identify more than one lexical set?
2 . What discourse modes are there in the text? How are they signaled linguistically?
Why has the writer decided to present information in this discourse mode?
3. Identify abstract verb groups that indicate processes (actions) of the writer to craft
their text.
4.Identify noun groups. Which is the noun? How is the noun modified?
36
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Week: 12 Dates:
Genre: Integration of contents. Practice for Material:
parcial and for the presentation of the Material for practice for the partial test
project outcome. (examen parcial)
Objectives:
GENRE
READING
C) FOLLOW-UP TASKS
In your groups, draft the final outcome of your project which you will present in class.
E) ICT INTEGRATION
37
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OTHER COURSE TASKS
WEEK 13: PRESENTACIÓN DE LOS ALUMNOS DEL

OUTCOME DEL PROYECTO
WEEK 14: PARCIAL
WEEK 15: RECUPERATORIO
38
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© 2020. Mazzei, R. Handouts for EAP Reading and Academic Literacies. Facultad de
Psicología. Universidad de Buenos Aires.
Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-
NoDerivados 4.0 Esta obra consta de 39 páginas.
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I

HANDOUTS FOR EAP READING

Week 1 Introducción al Módulo 1

Academic literacies: what does it mean to belong to an

What academic tasks do you do as a student? What genres do

Week 2 Powerpoint presentations

Week 3 Powerpoint presentations

Week 6 Extended definitions

Week 7 Extended definitions

Week 10 Academic book chapters

Week 11 Academic book chapters

Week 12 Integration of contents and tasks

Week 13 Examen (parcial)

Week 14 Project based learning / presentation of final product

TASKS FOR WEEK 1 ……………………………………………….….. page 4

TASKS FOR WEEKS 2 AND 3 ……………………………………….. page 7

TASKS FOR WEEKS 4 AND 5 ………………………………………. page 13

TASKS FOR WEEKS 6 AND 7 …………………………….…………. page 19

TASKS FOR WEEKS 8 AND 9 ………………………………….…… page 28

TASKS FOR WEEK 10 AND 11 ………………………………….… page 33

TASKS FOR WEEK 12 …………………………………………………. page 37

OTHER COURSE TASKS ……………………………………………… page 38

Identificarse como integrantes de una comunidad de aprendizaje.

Serán indicadores de evidencia de aprendizaje si los estudiantes pueden

A) En relación al contexto académico

Analizar el contexto académico y la inserción de la materia Inglés en este contexto.

B) En relación al discurso académico

Comprender las características textuales y contextuales de los géneros propios de

aspectos de los géneros discursivos.

C) En relación a las capacidades fundamentales:

Serán indicadores de evidencia de aprendizaje si los estudiantes pueden:

Demostrar capacidad y estrategias para resolver problemas (de lectura,

A) PREPARATION READING TASKS

Identify (name) the genres and their characteristics. Consider:

1)Structure 2) Possible audience(s) 3) Possible writer(s)

1. Reading strategies to overview text.

B) CORE READING / LITERACY TASKS

1) Reading in more detail to corroborate reading hypotheses.

2) Thinking routine: Headlines

Task: What do I know about English?

E) PROJECT BASED LEARNING

Each team chooses a topic to explore (topics may be repeated)

Inquiry based questions:

F) ICT INTEGRATION (ICT = Information and Communication Technology)

GENRE: POWERPOINT PRESENTATION

A) PREPARATION READING TASKS

1. Analyze the genre. Consider:

Name of the genre: Possible writer: Possible audience:

Purpose(s): What is the purpose of this whole text?

Possible settings (where the text may be published/shown/shared):

Expected language (grammar/ lexis):

3. What other (academic) genres are produced as a response to or in relation to the

4. Why do you think a PowerPoint presentation is a multimodal text?

powerpoint presentation based on? Is it based on research, an interview, a

B) CORE READING / LITERACY TASKS

4. Infer the meaning of words based on internal (morphology) or external clues.

7. Reset (if necessary) reading/learning goals at a different level of understanding

8. Thinking routine: I used to think …, but now I think …

… appropriately: Putting meanings and knowledge to work effectively in proximate contexts

… creatively: Transfer of knowledge to different contexts, hybrid knowledge and

1. List pieces of information.

2. Summarize the text.

3. Self-question, self-assess over text content.