UNIVERSIDAD CENTRAL DE VENEZUELA

FACULTAD DE HUMANIDADES Y EDUCACIÓN

ESCUELA DE EDUCACIÓN
ASIGNATURA: INGLÉS
PROFESORA: EVELYN IZQUIERDO

GUÍA No. 9

MODELOS DE TIPOS DE TEXTOS,

PATRONES RETÓRICOS
Y REPRESENTACIONES GRÁFICAS

2006
 MODELOS DE TIPOS DE TEXTOS
Y PATRONES RETÓRICOS PREDOMINANTES

En la guía No. 8 sobre los Tipos de Textos y Patrones Retóricos estuvimos trabajando sobre
las palabras claves o indicadores en un texto que nos permiten observar con mayor claridad cómo el
autor organiza la información y cuál es el propósito que persigue. Si logramos identificar cuál es la
estructura retórica de cada párrafo podremos comprender y procesar con más facilidad la
información que dicho texto contiene. Es por ello que ahora se te ofrece una colección de textos con
tipos de discurso variados para que puedas ejercitar y poner en práctica todo el contenido estudiado
en este sentido. Estás en libertad de buscar cualquier otra cantidad de textos para hacer tu propia
colección. Recuerda, mientras más pongas en práctica este tipo de estrategia de lectura más fácil se
te hará la comprensión e interpretación de los textos leídos.

Es importante aclarar que el orden en el que aparecen los textos no responde a un nivel de
dificultad en particular; comienza a ejercitar aquellos que te presenten menor dificultad y luego
concéntrate en aquellos que exigen una lectura más cuidadosa y detenida. Las actividades a realizar
van a depender del tipo de texto que selecciones: dialogales, instruccionales, descriptivos,
narrativos, exhortativos, expositivos o argumentativos. Observa que los tipos de textos y patrones
retóricos se encuentran previamente establecidos, para poder comprender porqué fueron
establecidos de esta manera te sugerimos que realices las siguientes actividades:

Para los textos dialogales, instruccionales, descriptivos, narrativos o exhortativos:

a. Observa y lee los títulos, antetítulos, subtítulos, enumeraciones y posibles

clasificaciones.
b. Observa el contexto extra-lingüístico (figuras, dibujos, gráficos, tablas, etc.) y
relaciónalos con el título o subtítulos que el texto pueda tener.
c. Hazte preguntas sobre la información que probablemente encontrarás en el texto.
d. Ahora, realiza una lectura global del texto sin detenerte en palabras que no conozcas.
e. Lee el primer y último párrafo del texto para que te hagas una mejor idea sobre el tema
que se maneja en el mismo.
f. Relee todo el texto cuidadosamente prestando atención a las palabras cognadas, a las
palabras conocidas y a las palabras que más se repiten.
g. Deduce el significado de las palabras desconocidas de acuerdo al contexto, para esto
ayúdate del contexto extra-lingüístico y de todo lo que conoces.
h. Consulta con tu diccionario, pero sólo en casos de extrema dificultad o de la continua
interferencia de una palabra desconocida.
i. Basándote en todos los pasos anteriores, determina el tema o tópico sobre el cuál trata el
texto.
j. Escribe en forma breve, clara y concisa el argumento o idea central del texto (no debe
exceder de 8 líneas).
k. Determina el propósito del autor.
l. Elabora una representación gráfica del texto.

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 2
Para los textos expositivos o argumentativos:

a. Observa y lee los títulos, antetítulos, subtítulos, enumeraciones y posibles

clasificaciones.
b. Observa el contexto extra-lingüístico (figuras, dibujos, gráficos, tablas, etc.) y
relaciónalos con el título o subtítulos que el texto pueda tener.
c. Hazte preguntas sobre la información que probablemente encontrarás en el texto.
d. Ahora, realiza una lectura global del texto sin detenerte en palabras que no conozcas.
e. Lee el primer y último párrafo del texto para que te hagas una mejor idea sobre el tema
que se maneja en el mismo.
f. Relee todo el texto cuidadosamente prestando atención a las palabras cognadas, a las
palabras conocidas y a las palabras que más se repiten.
g. Deduce el significado de las palabras desconocidas de acuerdo al contexto, para esto
ayúdate del contexto extra-lingüístico y de todo lo que conoces.
h. Consulta con tu diccionario, pero sólo en casos de extrema dificultad o de la continua
interferencia de una palabra desconocida.
i. Observa los tipos de conectadores o marcadores de discurso que aparecen, si deseas
puedes subrayarlos.
j. Observa con qué frecuencia aparecen estos conectadores y qué ideas o enunciados están
uniendo.
k. Lee ahora cada párrafo detenidamente e identifica su tipo de patrón retórico, resaltando
con un marcador fluorescente las palabras claves o ideas que así lo justifican. Por
ejemplo, si se trata de un patrón retórico causa-efecto, identifica con un color la
expresión completa donde el autor establece la (s) causa (s) y con otro color la expresión
o enunciado donde el autor establece el efecto o la consecuencia.
l. Una vez culminado el paso anterior con cada uno de los párrafos, determina cuál es el
patrón retórico predominante. Compara tu resultado con el patrón previamente
establecido (éstos deberían coincidir).
m. Basándose en todos los pasos anteriores, determina y escribe en español el tema o
tópico sobre el cuál trata el texto.
n. Escribe en español en forma breve, clara y concisa el argumento o idea central del
texto (no debe exceder de 8 líneas).
o. Determina y escribe en español el propósito del autor.
p. Elabora una representación gráfica del texto.

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 3
 TIPOS DE DISCURSO:

1. Narrativo
2. Descriptivo
3. Expositivo
4. Instruccional, regulativo o procedimental
5. Argumentativo
6. Dialogal
7. Exhortativo

CLASE DE TEXTO TIPO DE DISCURSO

Noticia breve Narrativo-Periodístico

Obituario Narrativo-Biográfico
Biografía Narrativo
Novela Narrativo-Descriptivo
Cuento Narrativo-Descriptivo
Aviso clasificado Descriptivo-Exhortativo
Aviso de televisión Descriptivo-Propagandístico
Pronóstico del tiempo Descriptivo-Predictivo
Reseña de un libro Descriptivo-Evaluativo
Guía de teatro Descriptivo-Propagandístico
Introducción de un libro Descriptivo-Expositivo
Prefacio Expositivo-Argumentativo
Artículo de revista Expositivo Argumentativo
Resumen de investigación Expositivo-Descriptivo
Artículo de enciclopedia Expositivo
Noticia literaria Expositivo-Narrativo
Prólogo Expositivo-Descriptivo
Comentario de artículo Argumentativo-Expositivo
Editorial Argumentativo
Historietas Dialogal
Manual Instruccional-procedimental
Receta de cocina Instruccional-procedimental
Récipe médico Descriptivo-Instruccional
Revista inmobiliaria Descriptivo-Exhortativo

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 4
 TEXTOS SELECCIONADOS

Narrativo:

• Washington, George (1732–99) Biography

Narrativo-Descriptivo:

• My Watch by Mark Twain

Descriptivo:

• Severe weather will slowly wind down

Instruccional:

• Emergency Planning and Disaster Supplies

Regulativo:

• Expressing the sense of Congress that secondary schools should begin classes no earlier than 8:30 in
the morning

Procedimental:

• Chicken Fajitas with Mango Salsa

Dialogal:

• Chester Chipmunk’s Christmas

• Comics: Peanuts

Exhortativo:

• Search Engine Optimization for Small Business

Expositivos:

• What is a Yankee?
• The Geography of English 102
• Shopping in America
• Why It Can’t Make the Big Time in America
• Online Feature: Climate Change: What You Can Do To Ensure a Better Day After Tomorrow

Argumentativo:

• We worked day and night

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 5
 TIPO DE TEXTO: NARRATIVO

Washington, George (1732–99)

Biography
US statesman and first president (1789–97), born in Westmoreland Co, Virginia, USA. His father, a
prosperous planter and iron foundry owner, died when he was 11, and George moved in with his
elder half-brother Lawrence, who owned the plantation Mount Vernon. In 1748 George did
surveying for Lord Fairfax, a relative of Lawrence by marriage, meanwhile reading widely in Mt
Vernon's library. In 1751 Washington accompanied the ailing half-brother to Barbados, and on his
death the next year was left guardian of Lawrence's daughter at Mt Vernon, which Washington
would inherit in 1761 after her death.

Having studied military science on his own, in 1753 he began several years' service with the
Virginia militia in the French and Indian Wars, taking command of all Virginia forces (1755) and
participating in several dangerous actions. Commissioned as aide-de-camp by General Edward
Braddock in 1755, he barely escaped with his life in the battle that took Braddock's life. He resigned
his commission in 1758, following his election to the Virginia House of Burgesses (1759–74).
When he married wealthy widow Martha Custis (1759), Washington's fortune and social position
was secured. (They had no children together, but raised her two children and then her two
grandchildren.) After a period of living the sociable life of a gentleman farmer, however,
Washington risked it all by casting his lot with those rebelling against British rule, though his
original motives probably had less to do with high principles and more to do with his personal
annoyance with British commercial policies.

He participated in the First Continental Congress (1774) and took command of the Virginia militia,
and the next year the Second Congress, impressed with his military experience and commanding
personality, made him commander-in-chief of the Continental army. With remarkable skill,
patience, and courage, he led the American forces through the Revolution, struggling not only with
the British but with the awkward Continental Congress - and also on occasion with resentful fellow
officers. Notable among his achievements were his bold crossing of the Delaware to rout enemy
forces at Trenton on Christmas night of 1776, and his holding the army together during the terrible
winter encampment at Valley Forge (1777–8). His victory over the British at Yorktown (1781)
effectively ended the war, but for almost two more years he had to strive to keep the colonists from
splintering into selfish enterprises. He returned to Mount Vernon (1783), but maintained his
presence in the debate over the country's future; he solidified that role when he chaired the
Philadelphia Constitutional Convention of 1787. In 1789 the first electors unanimously voted
Washington as president (re-elected 1793).

A natural leader rather than a thinker or orator, he had great difficulty coping with an unruly new
government, futilely resisting the growing factionalism that resolved into the forming of Hamilton's
Federalist Party - to which Washington finally gravitated - and Jefferson's liberal Democratic-
Republican Party. In 1796 Washington announced he would not run again (thus setting a precedent
for only two terms) and retired from office the next year. In 1798 he accepted command of a
provisional American army when it appeared there would be war with France, but the threat passed.
The following year he died at Mount Vernon and was mourned around the world. He immediately
began to attain almost legendary status, so that succeeding generations throughout the world could
bestow no higher accolade than to call their own national hero, ‘the George Washington’ of their
country.

Texto disponible en: http://www.biography.com/search/article.do?id=9524786

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 6
 TIPO DE TEXTO: NARRATIVO-DESCRIPTIVO

MY WATCH:
An Instructive Little Tale
by MARK TWAIN

[From "Sketches New and Old", Copyright 1903, Samuel Clemens. This text is placed in the Public
Domain (Jun 1993, #16).] (Written about 1870.)

My beautiful new watch had run eighteen months without losing or gaining, and without breaking
any part of its machinery or stopping. I had come to believe it infallible in its judgments about the
time of day, and to consider its constitution and its anatomy imperishable. But at last, one night, I let
it run down. I grieved about it as if it were a recognized messenger and forerunner of calamity. But
by and by I cheered up, set the watch by guess, and commanded my bodings and superstitions to
depart. Next day I stepped into the chief jeweler's to set it by the exact time, and the head of the
establishment took it out of my hand and proceeded to set it for me. Then he said, "She is four
minutes slow -- regulator wants pushing up." I tried to stop him -- tried to make him understand that
the watch kept perfect time. But no; all this human cabbage could see was that the watch was four
minutes slow, and the regulator MUST be pushed up a little; and so, while I danced around him in
anguish, and implored him to let the watch alone, he calmly and cruelly did the shameful deed. My
watch began to gain. It gained faster and faster day by day. Within the week it sickened to a raging
fever, and its pulse went up to a hundred and fifty in the shade. At the end of two months it had left
all the timepieces of the town far in the rear, and was a fraction over thirteen days ahead of the
almanac. It was away into November enjoying the snow, while the October leaves were still turning.
It hurried up house rent, bills payable, and such things, in such a ruinous way that I could not abide
it. I took it to the watchmaker to be regulated. He asked me if I had ever had it repaired. I said no, it
had never needed any repairing. He looked a look of vicious happiness and eagerly pried the watch
open, and then put a small dice box into his eye and peered into its machinery. He said it wanted
cleaning and oiling, besides regulating -- come in a week. After being cleaned and oiled, and
regulated, my watch slowed down to that degree that it ticked like a tolling bell. I began to be left by
trains, I failed all appointments, I got to missing my dinner; my watch strung out three days' grace to
four and let me go to protest; I gradually drifted back into yesterday, then day before, then into last
week, and by and by the comprehension came upon me that all solitary and alone I was lingering
along in week before last, and the world was out of sight. I seemed to detect in myself a sort of
sneaking fellow-feeling for the mummy in the museum, and desire to swap news with him. I went to
a watch maker again. He took the watch all to pieces while I waited, and then said the barrel was
"swelled." He said he could reduce it in three days. After this the watch AVERAGED well, but
nothing more. For half a day it would go like the very mischief, and keep up such a barking and
wheezing and whooping and sneezing and snorting, that I could not hear myself think for the
disturbance; and as long as it held out there was not a watch in the land that stood any chance against
it. But the rest of the day it would keep on slowing down and fooling along until all the clocks it had
left behind caught up again. So at last, at the end of twenty-four hours, it would trot up to the judges'
stand all right and just in time. It would show a fair and square average, and no man could say it had
done more or less than its duty. But a correct average is only a mild virtue in a watch, and I took this
instrument to another watchmaker. He said the kingbolt was broken. I said I was glad it was nothing
more serious. To tell the plain truth, I had no idea what the kingbolt was, but I did not choose to
appear ignorant to a stranger. He repaired the kingbolt, but what the watch gained in one way it lost
in another. It would run awhile and then stop awhile, and then run awhile again, and so on, using its
own discretion about the intervals. And every time it went off it kicked back like a musket. I padded
my breast for a few days, but finally took the watch to another watchmaker. He picked it all to
pieces, and turned the ruin over and over under his glass; and then he said there appeared to be
something the matter with the hair- trigger. He fixed it, and gave it a fresh start. It did well now,
except that always at ten minutes to ten the hands would shut together like a pair of scissors, and
from that time forth they would travel together. The oldest man in the world could not make head or
tail of the time of day by such a watch, and so I went again to have the thing repaired. This person
Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 7
said that the crystal had got bent, and that the mainspring was not straight. He also remarked that
part of the works needed half- soling. He made these things all right, and then my timepiece
performed unexceptionably, save that now and then, after working along quietly for nearly eight
hours, everything inside would let go all of a sudden and begin to buzz like a bee, and the hands
would straightway begin to spin round and round so fast that their individuality was lost completely,
and they simply seemed a delicate spider's web over the face of the watch. She would reel off the
next twenty-four hours in six or seven minutes, and then stop with a bang. I went with a heavy heart
to one more watchmaker, and looked on while he took her to pieces. Then I prepared to cross-
question him rigidly, for this thing was getting serious. The watch had cost two hundred dollars
originally, and I seemed to have paid out two or three thousand for repairs. While I waited and
looked on I presently recognized in this watchmaker an old acquaintance -- a steamboat engineer of
other days, and not a good engineer, either. He examined all the parts carefully, just as the other
watchmakers had done, and then delivered his verdict with the same confidence of manner.

He said: "She makes too much steam -- you want to hang the monkey-wrench on the safety-
valve!"

I brained him on the spot, and had him buried at my own expense.

My uncle William (now deceased, alas!) used to say that a good horse was a good horse
until it had run away once, and that a good watch was a good watch until the repairers got a
chance at it. And he used to wonder what became of all the unsuccessful tinkers, and
gunsmiths, and shoemakers, and engineers, and blacksmiths; but nobody could ever tell him.

END.

Texto disponible en: http://grammar.ccc.commnet.edu/grammar/composition/narrative.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 8
 TIPO DE TEXTO: DESCRIPTIVO

Severe weather will slowly wind down

Tom Moore, Sr. Meteorologist, The Weather ChannelFri Apr 7, 9:16 PM ET

South

After a devastating period of severe weather, most areas of the South will be more calm on Saturday. The
threat for thunderstorms and isolated severe weather will continue from southeast Virginia to the Florida
Panhandle, however. Thunderstorms and heavy rain will begin the day in eastern Tennessee and the central
Appalachians. By afternoon the thunderstorms will extend ahead of a front from Virginia to the Florida
Panhandle. Some of the storms may reach severe limits. Rain and thunderstorms will push off the Southeast
Coast and into South Florida by Sunday. Tampa, Fla., may see an end to their over 40-day long dry spell on
Sunday with the chance for a thunderstorm. A cold front has already entered Texas where temperatures will
run 10-15 degrees cooler than on Friday. At least the winds will die down as will the fire danger. Highs on
Saturday will range from the 60s over northern sections of the region to the 80s over most of Florida and
southern Texas.

Northeast

Saturday morning will begin with gray skies and showers from Southern New England to the Middle Atlantic
region. Areas around the Chesapeake Bay will be more vulnerable to thunderstorm activity on Saturday.
Colder and drier air will invade parts of Northern New England and Upstate New York. Sunday will be mostly
sunny but still cool. Highs on Saturday will hold mainly in the 40s across most of the region, but near 60
around the Cheaspeake Bay. Highs will be slightly higher on Sunday.

Midwest

One area that will experience a good weather weekend is the Midwest. That will be quite a change for
residents of the Ohio Valley region that had to deal with severe weather on Friday. Areas from the Front
Range of the Rockies through the Plains will see sunshine and significantly warmer temperatures. High
temperatures on Saturday will range from the cool 40s around the Great Lakes to the 60s in the High Plains.

West

A series of weather disturbances will rotate into the West this weekend keeping things wet and unsettled
near the West Coast. Look for showers and higher elevation snow on Saturday from Washington to central
California. Snow will fall from the Cascades down to the central Sierras. Flooding may become a concern
over parts of the Sacramento Valley. In general, temperatures will be well below average over parts of
California well into next week as a trough of low pressure develops in the upper atmosphere. Elsewhere,
look for rain and snow to spread in to the northern Rockies this weekend.

Texto disponible en:

http://news.yahoo.com/s/wcom/20060408/we_wcom/severe_weather_will_slowly_wind_down;_ylt=AsUzZpep8jCXy.
qne2xGFonUDrMF;_ylu=X3oDMTA5aHJvMDdwBHNlYwN5bmNhdA--

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 9
 TIPO DE TEXTO: INSTRUCCIONAL

Emergency Planning and Disaster Supplies

Emergency Planning | Creating a disaster plan | Emergency planning for people with special needs

Emergency Planning
Immediately after an emergency, essential services may be cut-off and local disaster relief and
government responders may not be able to reach you right away. Even if they could reach you,
knowing what to do to protect yourself and your household is essential. This chapter describes how
to prepare for any kind of disaster. It also provides specific information about emergency water and
food, and a recommended disaster supply kit.

Creating a disaster plan

One of the most important steps you can take in preparing for emergencies is to develop a
household disaster plan.

1. Learn about the natural disasters that could occur in your community from your local
emergency management office or American Red Cross chapter. Learn whether hazardous
materials are produced, stored or transported near your area. Learn about possible
consequences of deliberate acts of terror. Ask how to prepare for each potential emergency
and how to respond. For more information call 1-866-GET-INFO (that's 1-866-438-4636) or
visit www.redcross.org.
2. Talk with employers and school officials about their emergency response plans.
3. Talk with your household about potential emergencies and how to respond to each. Talk
about what you would need to do in an evacuation.
4. Plan how your household would stay in contact if you were separated. Identify two meeting
places: the first should be near your home in case of fire, perhaps a tree or a telephone pole;
the second should be away from your neighborhood in case you cannot return home.
5. Pick a friend or relative who lives out of the area for household members to call to say they
are okay.
6. Draw a floor plan of your home. Mark two escape routes from each room.
7. Post emergency telephone numbers by telephones. Teach children how and when to call
911.
8. Make sure everyone in your household knows how and when to shut off water, gas, and
electricity at the main switches. Consult with your local utilities if you have questions.
9. Take a first aid and CPR class. Local American Red Cross chapters can provide
information. Official certification by the American Red Cross provides "Good Samaritan"
law protection for those giving first aid.
10. Reduce the economic impact of disaster on your property and your household's health and
financial well-being.
o Review property insurance policies before disaster strikes make sure policies are
current and be certain they meet your needs (type of coverage, amount of coverage,
and hazard covered flood, earthquake)
o Protect your household's financial well-being before a disaster strikes review life
insurance policies and consider saving money in an "emergency" savings account
that could be used in any crisis. It is advisable to keep a small amount of cash or
traveler's checks at home in a safe place where you can quickly gain access to it in
case of an evacuation.

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 10
 Be certain that health insurance policies are current and meet the needs of your
o
household.
11. Consider ways to help neighbors who may need special assistance, such as the elderly or the
disabled.
12. Make arrangements for pets. Pets are not allowed in public shelters. Service animals for
those who depend on them are allowed.

Emergency planning for people with special needs

If you have a disability or special need, you may have to take additional steps to protect yourself
and your household in an emergency. If you know of friends or neighbors with special needs, help
them with these extra precautions. Examples include:

• Hearing impaired may need to make special arrangements to receive a warning.

• Mobility impaired may need assistance in getting to a shelter.
• Households with a single working parent may need help from others both in planning for
disasters and during an emergency.
• Non-English speaking people may need assistance planning for and responding to
emergencies.
• Community and cultural groups may be able to help keep these populations informed.
• People without vehicles may need to make arrangements for transportation.
• People with special dietary needs should have an adequate emergency food supply.

1. Find out about special assistance that may be available in your community. Register with the
office of emergency services or fire department for assistance, so needed help can be
provided quickly in an emergency.
2. Create a network of neighbors, relatives, friends and co-workers to aid you in an emergency.
Discuss your needs and make sure they know how to operate necessary equipment.
3. Discuss your needs with your employer.
4. If you are mobility impaired and live or work in a high-rise building, have an escape chair.
5. If you live in an apartment building, ask the management to mark accessible exits clearly
and to make arrangements to help you evacuate the building.
6. Keep extra wheelchair batteries, oxygen, catheters, medication, food for guide or hearing-
ear dogs, or other items you might need. Also, keep a list of the type and serial numbers of
medical devices you need.
7. Those who are not disabled should learn who in their neighborhood or building is disabled
so that they may assist them during emergencies.
8. If you are a caregiver for a person with special needs, make sure you have a plan to
communicate if an emergency occurs.

Texto disponible en: http://www.pueblo.gsa.gov/cic_text/family/disaster-guide/planning.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 11
 TIPO DE TEXTO: REGULATIVO

Expressing the sense of Congress that secondary schools should begin classes no earlier than
8:30 in the morning. (Introduced in House)

HCON 135 IH
108th CONGRESS
1st Session

H. CON. RES. 135

Expressing the sense of Congress that secondary schools should begin classes no earlier than 8:30 in
the morning.

IN THE HOUSE OF REPRESENTATIVES

April 2, 2003

Ms. LOFGREN submitted the following concurrent resolution; which was referred to the Committee on
Education and the Workforce

CONCURRENT RESOLUTION

Expressing the sense of Congress that secondary schools should begin classes no earlier than 8:30 in the
morning.

Whereas according to the National Sleep Foundation, sleep needs vary: children of ages 5 to 12 require 9 to
11 hours a day, while adolescents of ages 12 to 18 require 8.5 to 9.5 hours a day;

Whereas research has demonstrated that adolescents do not get enough sleep and report difficulty awaking
for school, falling asleep at school, and struggling to stay awake while doing homework;

Whereas scientific evidence shows that sleep deprivation can result in serious consequences for the health,
safety, social behavior, and academic achievement of adolescents;

Whereas inadequate sleep in adolescents may lead to excessive daytime sleepiness, especially in the
morning, and interferes with a teenager's ability to pay attention, learn in school, and perform well in after-
school activities;

Whereas a recent study by the University of Minnesota demonstrates that pushing back school start times
improves attendance and enrollment rates, increases daytime alertness, and decreases student-reported
depression;

Whereas adolescents who do not experience sleep deprivation report higher grades, less depression, and
fewer at-risk behaviors for dropping out of school;

Whereas children and adolescents need a good night of sleep on a regular basis for their health, safety, and
best performance in school and other activities; and

Whereas by encouraging schools to push back their start times and allow adolescents to get enough sleep, we
provide them with the opportunity to function normally, achieve in school, and be their best: Now therefore,
be it
Resolved by the House of Representatives (the Senate concurring), That it is the sense of Congress
that secondary schools should begin classes no earlier than 8:30 in the morning.

Texto disponible en: http://thomas.loc.gov/cgi-bin/query/z?c108:H.CON.RES.135:

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 12
 TIPO DE TEXTO: PROCEDIMENTAL

This recipe comes from Cooking to Beat the Clock: Delicious, Inspired Meals in 15 Minutes, by Sam Gugino. See
Maxine Wolfson's review of this great cookbook.

Chicken Fajitas with Mango Salsa

• 1 Tablespoon sliced pickled jalapeno pepper or 1 fresh jalapeno pepper
• 1 small sweet onion such a Vidalia or mild red onion, about 4 ounces
• 8 spring cilantro
• 2 ripe but firm mangoes
• 1 lime
• 2 Tablespoons olive oil
• 4 boneless, skinless chicken breast halves, 5 to 6 ounces each, or 1.25 to 1.5 pounds chicken tenders
• Salt and freshly ground black pepper
• 2 medium red bell peppers
• 8 fajita-size flour tortillas

1. Drop the jalapeno down the chute of a food processor with the motor running and puree. (If using a fresh
jalapeno, stem and seed it first.) Stop the motor and scrape down the sides of the bowl with a rubber
spatula. Peel and quarter the onion. Add the onion and cilantro leaves to the processor and pulse a few
times.

2. Place each mango, narrow side down, on a cutting surface. Slice through the mango as close to the pit as
possible on one side, then repeat on the other side. With a teaspoon, scoop out the flesh from the two thick
slices and cut each slice into 4 pieces. Juice the lime. Add the mango and lime juice to the processor and
pulse just until the salsa is fully combined but still chunky.

3. Put the oil in a wok or large, heavy skillet over medium-high heat. Cut the chicken into strips about .5
inches wide and 2 to 3 inches long. Season the strips with salt and pepper. Raise the heat to high and add
the chicken. Cut the top from the bell pepper. Stand it upright and cut down inside the four walls, separating
them from the center core and seeds. Then cut the walls into thin strips. Add the strips to the chicken and
cook, stirring periodically, for 5 minutes or until the chicken is just done. The chicken should feel firm.
(Cut through the center of one strip to check if you’re not sure.)

4. While the chicken cooks, spread the tortillas on a microwave-safe plate and cover with a paper towel.
Cook in a microwave oven on high power for 20 seconds. Put the chicken and peppers on a small serving
platter. Put the salsa in a small bowl. Bring the food to the table for diners to make their own fajita. To
assemble, put one-eighth of the chicken mixture on each tortilla, top with a tablespoon or more of salsa, and
fold the tortilla over. Allow two fajitas per person.

Texto disponible en: http://www.cyber-kitchen.com/recipes/Chicken_Fajitas_with_Mango_Salsa.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 13
 TIPO DE TEXTO: DIALOGAL

CHESTER CHIPMUNK'S CHRISTMAS

“Oh my!” exclaimed Suzie Chipmunk, to her brother, Chester. “Look what you have done to your place. “It looks
wonderful!”

“Thank you Suzie,” said Chester, putting the last decoration on the tree. “I want everything to be just right for
Christmas. Mom and Dad are coming.”

“Everything looks just wonderful!” exclaimed Suzie. “Is there anything I can help you with?”

“No,” said Chester. “I’m pretty much finished everything now. How about some Christmas cookies?”

“Sounds great,” said Suzie.

Chester and Suzie enjoyed the Christmas cookies that Chester had baked that afternoon.

“What time does Mom and Dad get in at?” asked Suzie.

“In about two hours,” said Chester. “I already called the airport.”

“Well, I’d better go home and change,” said Suzie.

“Okay,” said Chester. “I’ll see you soon.”

Suzie went to her house, which was right next to Chesters. She quickly showered and then put on the new red silk
Christmas dress that she had bought. Soon, she was ready to go back to Chesters.

“Oh my!” exclaimed Suzie, opening her front door. “Look at the snow!”

There was about a foot of snow on the ground in the short time Suzie was gone.

“Chester!” exclaimed Suzie, when she got back to her brothers house a few minutes later. “I hate to tell you this, but
there is about a foot of snow outside!”

“I know,” said Chester sadly. “Mom and Dad called from the airport. They are here in town but are stuck at the airport.
They are going to be stuck there for a long time.”

“Gee, Chester,” said Suzie. “Now what are we going to do?”

“Well,” said Chester. “All is not wasted. You and I can still enjoy this dinner.”

“True,” said Suzie.

Chester and Suzie sat down at the beautifully decorated table and started eating the mounds of food in front of them.

“Ho! Ho! Ho!” they heard a few minutes later, followed by a rustle on the roof. “Merry Christmas!”

“What was that?” asked Chester, getting up from the table and looking out the window.

Chester was just in time to see Santa Claus helping Mom and Dad down off the roof.

“Oh my! It’s Santa and Mom and Dad,” exclaimed Suzie.

“Merry Christmas!” Mom and Dad shouted, waving goodbye to Santa Claus.

Texto disponible en: http://www.bedtymetales.com/documents/story_92.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 14
 TIPO DE TEXTO: DIALOGAL

Comics: Peanuts
Previous | Start | Next

Sat Apr 8, 12:00 AM ET

Texto disponible en:

http://news.yahoo.com/comics/peanuts;_ylt=AlFeCwlZEhnjBKPqT77Vl_oDwLAF;_ylu=X3oDMTBiMW04NW
9mBHNlYwMlJVRPUCUl

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 15
 TIPO DE TEXTO: EXHORTATIVO

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Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 16
 TIPO DE TEXTO: EXPOSITIVO PATRÓN RETÓRICO PREDOMINANTE:
DEFINICIÓN

What is a Yankee?
by Doobie Weiser

To most of the world, a Yankee is an American, anybody who lives in the United States. It is not always a
pleasant connotation; in fact, "Yankee, go home!" calls up images of angry Latin American mobs protesting
the oppression of American imperialist policies.

To most Americans, though, the word Yankee means either the pinstriped New York baseball team or the
Northern forces in the American Civil War, the soldiers from north of the Mason-Dixon Line. In time,
though, the idea that the word Yankee suggests has shrunk geographically until it is on the verge of
extinction.

Perhaps the most famous Yankee of all (no offense to the musical Damn Yankees! intended) has star billing
in Mark Twain's novel Connecticut Yankee in King Arthur's Court. I have lived most of my life, now, in that
southern New England state, and I can assure you there precious few real Yankees around. Real Yankees
might have lived in Connecticut at one time, but now they are from another place and perhaps another time.
As television and other forms of mass media invade our homes and tend to diminish regional differences, to
make Americans more and more homogeneous, the Yankee might be one of the first genuine American
characters to disappear.

A neighbor of mine claims he knows what a real Yankee is all about. Years ago, he says, he lived next door
to one. It seems his plumbing was acting up and he'd actually removed the toilet from the floor and taken it
out into the backyard to do some surgery on it. Now he knew that his neighbor, who happened to be a
professional plumber as well as the putative Yankee, was well aware of the fact that he was struggling to fix
his toilet and he knew that his neighbor was home, doing nothing in particular that day, probably watching
from the kitchen window. But would he come over and offer to help? No way. But when my friend finally
gave up and went over and asked for assistance, the plumber-neighbor not only agreed to help, he did so
gleefully. He spent the entire afternoon finding and fixing the problem and helping to return the toilet to its
proper place. And wouldn't accept a dime, of course.

According to my friend, that's the first tenet of Yankee-ness. You must never offer help because that makes
the person to whom you have proffered assistance "beholden" to you. And a Yankee must never be
"beholden" to anyone. (That's how the word for this concept is said, and so we must spell it that way, too.)
To be beholden means that you owe something to someone else. Now everyone in the world can owe
something to the Yankee, but the Yankee must never owe anyone else anything, and he can't really
understand someone who would be willing to be beholden. Thus he will not offer help -- oh, maybe in a real
emergency, he would be as good a Samaritan as anyone else -- until asked. When asked, it's another story.
You will get more help than you can imagine, help in great abundance, more than you could ever deserve or
pay back. So it's not that Yankees are stingy; on the contrary, a Yankee is generous to a fault. But there is a
sense of reserve that prohibits the true Yankee from offering help before being asked. The sense of inviolate
space is paramount: "Good fences make good neighbors," says the neighbor in Robert Frost's poem,
"Mending Wall," and the Yankee will not cross the fence until asked.

Another friend of mine knows someone, a Yankee, a chap born so far north in Vermont that he's nearly
Canadian, who comes over to help with his taxes ever year. To re-pay him, my friend must resort to trickery,
leaving something on the doorstep in the middle of the night. To offer anything else, up front, might tip the
beholden scales in his favor and that would be risky.

That's what I think defines this dying breed of the American Yankee: an extraordinary sense of balance and
reserve, a holding off -- and yet, behind all that reserve, a reservoir of generosity and friendliness that can be
nearly overwhelming.

Texto Disponible en: http://grammar.ccc.commnet.edu/grammar/composition/definition.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 17
TIPO DE TEXTO: EXPOSITIVO PATRÓN RETÓRICO PREDOMINANTE:CLASIFICACIÓN

The Geography of English 102

by Ima Ersatz

You can tell a lot about students in a classroom before they open their mouths or put pen to paper. You can tell a
lot about what kind of student they are according to where they have chosen to sit in a classroom (assuming
they're allowed to sit where they want). I know this from personal experience. When I was in college, my favorite
perch was always well to the back of the classroom -- not necessarily in the Back Row, because I thought that was
reserved for true, inveterate slackers, but just in front of the Back Row. It was part of my scheme to get through
four years of college without ever being called on in class. I had other devices -- pretending to be scribbling notes
furiously in my notebook or looking up something in my book (Profs won't bother you if they think you're taking
notes on their precious words), pretending to be suffering from a nasty cold -- but none more effective over the
long haul of a semester than simply choosing my seat carefully.

How I loathed the students in Front Row, especially Bob Engstrom! He always raised his hand to ask and answer
questions. That was bad enough, but all class long he bobbed his head up and down in agreement with everything
the professor said. I wanted to throw spitballs at the back of that bobbing head. I would have whacked that head
with my copy of Bleak House if it weren't so far in front of me. I continue to associate everyone in Front Row
with the back of Bob Engstrom's head.

Later on -- irony of ironies -- I became a college instructor who depended greatly on students' willingness to
participate in class discussion. I can confirm that what I learned earlier from the back of the classroom is true.
Front Rows are students who want to appear more interested in what's going on in the class; they interact more
often and more expertly with the instructor, and they get better grades. Back Seats are either too shy or unwilling
to engage in the life of the class; they get lower grades. I have no statistical analysis to back this up, but I'd bet a
new eraser on it.

The geography of the classroom is divided into additional segments. Actually, I've found that Back Seats are not
necessarily the best seats for avoiding the eye of the questioning professor. A professor who stands in front of his
class might well look over Front Seats and look Back Seats right in the eye. This is bad for Back Seats because the
professor knows why they're sitting there and will overlook the waving arms of Front Seats to get at the
squirming, coughing victims of Back Seatdom. For this very reason, SIDE SEATS are often the safest. Not only
are they more comfortable -- year after year students have been leaning their sleepy heads against the walls until
there is a nice groove worn in the plaster -- but the instructor needs stereoscopic vision to catch them. Thus, if
they do fall asleep, Side Seats are far less apt to fall onto the floor because they enjoy the support of the wall, but
they are also never in the direct gaze of the instructor. Surprising point of fact: the very best seat for avoiding the
instructor's questions might very well be the FIRST ROW, SIDE SEAT (either side, perhaps depending on
whether the instructor is left- or right-handed or blind in one eye).

The largest segment of classroom geography, of course, is the area of CENTER SEATS, that circle of seats in the
middle of the classroom, not front or back or off to the sides. Here you find the good friendly citizens of
academia. They haven't really made a commitment to being an academic star, nor are they willing, quite yet, to
write you off and fall asleep on you. The students of Center Seats deserve the benefit of the doubt, always; they
will get B's and C's, and frequently there will be a pleasant surprise sitting among them -- perhaps they came to
class late and couldn't find a seat in the front or they just wanted to be disguised for some reason.

Of course you will find deviations from this geography. Every once in a while, an academic superstar will sit in
Back Row. Be assured she will be treated as an alien by her nearby classmates, and rightfully so. And, as a young
teacher, in my very first literature class at the University of Connecticut, I was dumbfounded by a student who
insisted on sitting in the very Front Row Center and yet fell profoundly asleep every class. It couldn't have been
my fault; the others in Front Row were predictably alert. But fifteen minutes into the class this student's head
would begin the old bob-and-weave and snap-to-attention and soon he would all but snore and drool. I was
hypnotized by his drooping eyes and the class began to pay more attention to his weaving head than to my
scintillating lecture. I should have taken up a collection to buy him a cup of coffee. It couldn't have been my fault,
after all. He just didn't understand where he belonged in the geography of the classroom.

Texto disponible en: http://grammar.ccc.commnet.edu/grammar/composition/classification.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 18
 TIPO DE TEXTO: EXPOSITIVO
PATRÓN RETÓRICO PREDOMINANTE: COMPARACIÓN Y CONTRASTE

Shopping in America
by Charles M. Bezzler

Since the 1950s, American shoppers have been spending their money in suburban malls instead of in
downtown business districts. This is even true of shoppers who have to go out of their way to shop in the
malls; they will bypass downtown stores (which they might have gotten to by convenient bus) to drive to the
brightly bedecked and weather-free meccas of shopper-heaven. The result, some people claim, is the demise
of the central urban commercial district, Downtown, a process leading inevitably toward more widespread
urban blight. But why are Americans are so easily lured to shop in malls in the first place?

First, Americans don't like weather. They like to be indoors whenever possible, even on nice days, and
they're willing to pay a premium to be protected from the elements. If they can find someone who can afford
it, they will even put their sports stadiums under a gigantic bowl, and they love to stay indoors for a day of
shopping, perhaps never seeing the sun from the time they first enter until they leave, hours later, relieved of
money, oxygen, and much money. Second, Americans love convenience and, except during the crush of
major holidays, malls offer plenty of convenient parking. A happy, enormous island of commerce in a sea of
asphalt, the mall offers plenty of docking points -- usually next to major commercial outlets -- for cars that
circle in search of the closest slot and an easy entrance.

Third, the mall offers an extraordinary variety of products under its one gigantic roof. Specialty stores and
boutiques offer items that people don't realize they need until they're put under the spell of brightly lighted,
beautifully furnished window after window of beguiling wares. Malls are built to respond to Americans'
insatiable desire for stuff; either that, or a generation of Americans has been genetically engineered to
respond to the sellers of stuff. Either way, it works.
And finally, the mall feels safe: it is lighted, warm, dry, busy. Senior citizens are invited to do their walking
exercises there in the early hours; physically challenged people easily meander the smooth floors of curbless,
stairless businesses in motorized carts; children are amused by clowns and fed at convenient cafeterias in
Food Court.

America's Downtown, on the other hand, is often in sad repair. Parking is difficult, if not dangerous, and
until you get through the door, it's all outdoors. To get from store to store, you must expose yourself to heat,
cold, rain, snow. There are sometimes solicitors to fleece you of change before you even get into a store. If
there is a plan here, it is not evident to most shoppers. Where is the information kiosk with a cordial, well-
informed attendant to direct you to the nearest clothier, jeweler, fast-food outlet, or bathroom? Is there a
bathroom?

What is left in the American Downtown to recommend it to shoppers? Practically nothing. Nothing, that is,
unless you regard as important the notion that the businesses you give your money to should be owned by
people, families, in your own community. Yes, there may be chain-stores; it seems there has always been a
W. T. Grants, a J. C. Penneys, a Whackers. But the people who owned the franchise and worked behind the
cash register were people you might meet in your own neighborhood. When you walk into the Downtown
hardware store, you often feel wood, not vinyl linoleum, beneath your feet. And some old guy, who seemed
old when he sold your father the hammer you use today, will sell you nails in a paper bag, weighing them out
by the handful until you get the exact number you need, not the arbitrary number that comes in a
hermetically sealed plastic box.

Next door, in the department store, there will be two women who know you by name and who can't wait to
help you find what you need or will let you ruminate among the shelves if you want. In the drug store across
the street, the pharmacist knows your aches and pains and what you've been taking for them the last five
years and what upsets your stomach and knows to call your doctor when the prescription doesn't make sense.
If there is a soda fountain there -- naah, that's asking too much.
Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 19
The truth is that the American mall grows where it does because someone with enormously deep pockets
decides to plunk it down where there used to be woods or a golf course. He surrounds it with hundreds of
acres of parking and waits for people to come spend their money, as he knows they will because people will
do what mass advertising tells them to do. Downtown, on the other hand, grew where it did because there
was an organic need for it. It was a community's response to a community's needs -- neighbors responding to
neighbors -- and it flourished as the community flourished. If the mall can replace this sense of community,
then so be it; it deserves our affection as well as our dollars. If it can't, then we have gained convenient
parking and freedom from the weather at an awful price.

Texto disponible en: http://grammar.ccc.commnet.edu/grammar/composition/comparison.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 20
 TIPO DE TEXTO: EXPOSITIVO
PATRÓN RETÓRICO PREDOMINANTE: CAUSA-EFECTO

Soccer: Why It Can't Make the Big Time in America

by Dewey Cheatham

Soccer -- or football (or fussball or futbol), as it is called by the rest of the world outside the United States --
is surely the most popular sport in the world. Every four years, the world championship of soccer, the World
Cup, is watched by literally billions all over the world, beating out the United States professional football's
Super bowl by far. It is estimated that 1.5 billion people watched the World Cup final between Italy and
Brazil in 1994. And it is also a genuine world championship, involving teams from many countries (as many
as 172) and played in venues all over the globe, unlike the vastly more parochial and misnamed World Series
in American baseball (that doesn't even involve Japan or Cuba, two baseball hotbeds). But although soccer
has become an important sport in the American sports scene, it will never make inroads into the hearts and
markets of American sports the way that football, basketball, hockey, baseball, and even tennis and golf have
done. There are many reasons for this.

Recently the New England Revolution beat the Tampa Bay Mutiny in a game played during a horrid
rainstorm. Nearly 5000 fans showed up, which shows that soccer is, indeed, popular in the United States.
However, the story of the game was buried near the back of the newspaper's sports section, and there was
certainly no television coverage. In fact, the biggest reason for soccer's failure as a mass appeal sport in the
United States is that it doesn't conform easily to the demands of television. Basketball succeeds enormously
in America because it regularly schedules what it calls "television time-outs" as well as the time-outs that the
teams themselves call to re-group, not to mention half-times and, on the professional level, quarter breaks.
Those time-outs in the action are ideally made for television commercials. And television coverage is the
lifeblood of American sports. College basketball lives for a game scheduled on CBS or ESPN (highly
recruited high school players are more likely to go to a team that regularly gets national television exposure),
and we could even say that television coverage has dictated the pace and feel of American football. Anyone
who has attended a live football game knows how commercial time-outs slow the game and sometimes, at its
most exciting moments, disrupt the flow of events. There is no serious objection, however, because without
television, football knows that it simply wouldn't remain in the homes and hearts of Americans. Also,
without those advertising dollars, the teams couldn't afford the sky-high salaries of their high-priced
superstars.

Soccer, on the other hand, except for its half-time break, has no time-outs; except for half-time, it is constant
run, run, run, run, back and forth, back and forth, relentlessly, with only a few seconds of relaxation when a
goal is scored, and that can happen seldom, sometimes never. The best that commercial television coverage
can hope for is an injury time-out, and in soccer that happens only with decapitation or disembowelment.

Second, Americans love their violence, and soccer doesn't deliver on this score the way that American
football and hockey do. There are brief moments, spurts of violence, yes, but fans can't expect the full-time
menu of bone-crushing carnage that American football and hockey can deliver minute after minute, game
after game. In soccer, players are actually singled out and warned -- shamed, with embarrassingly silly
"yellow cards," for acts of violence and duplicity that would be smiled at in most American sports other than
tennis and golf.

Third, it just too hard to score in soccer. America loves its football games with scores like 49 to 35 and a
professional basketball game with scores below 100 is regarded as a defensive bore. In soccer, on the other
hand, scores like 2 to 1, even 1 to 0, are commonplace and apparently desirable; games scoreless at the end
of regulation time happen all the time. (In the 515 games played in the final phase in the history of the World
Cup games through 1994, only 1584 goals have been scored. That's three a game!) And if there is no
resolution at the end of overtime, the teams resort to a shoot-out that has more to do with luck than with real
soccer skills. Worse yet, it is possible for a team to dominate in terms of sheer talent and "shots-on-goal" and
still lose the game by virtue of a momentary lapse in defensive attention, a stroke of bad luck, and the
Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 21
opponent's break-away goal. Things like that can happen, too, in baseball, but the problem somehow evens
out over baseball's very long season of daily games. In soccer, it just isn't fair. Soccer authorities should
consider making the goal smaller and doing away with the goalie to make scoring easier. And the business of
starting over after each goal, in the middle of the field, has to be reconsidered. It's too much like the center-
jump after each goal in the basketball game of yesteryear.

It seems unlikely that Americans will ever fully comprehend or appreciate a sport in which players are not
allowed to use their arms and hands. Although the footwork of soccer players is a magnificent skill to
behold, most American fans are perplexed by straitjacketed soccer players' inability and unwillingness to
"pick up the darn ball and run with it!" The inability to use substitutes (unless the player to be substituted for
is lying dead or maimed on the field of play) is also bewildering to Americans, who glorify the "sixth man"
in basketball and a baseball game in which virtually the entire roster (including an otherwise unemployable
old man called "the designated hitter") is deployed on the field at one time or another.

Finally, the field in soccer is enormous. Considerably larger than the American football field, the soccer field
could contain at least a dozen basketball courts. Americans like their action condensed, in a small field of
vision -- ten enormous sweaty people bouncing off one another and moving rapidly through a space the size
of a medium-sized bedroom, twenty-two even larger people in bulky uniforms converging on a small, oddly
shaped ball. In soccer, on the other hand, there is a premium on "spreading out," not infringing upon the
force field occupied by a team-mate, so that fancy foot-passing is possible. This spreading out across the vast
meadow of the soccer playing field does not lend itself, again, to close television scrutiny.

Soccer is a great sport and it certainly deserves the increased attention and popularity it is getting on all
levels. But -- primarily, again, because it does not lend itself to television -- it will never make it big in the
United States the way these other sports have, not until it changes some of its fundamental strategies.

Texto disponible en: http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 22
 TIPO DE TEXTO: EXPOSITIVO
PATRÓN RETÓRICO PREDOMINANTE: PROBLEMA-SOLUCIÓN

Online Feature: Climate Change: What You Can Do To Ensure a Better

Day After Tomorrow

If you think climate change is too big of a problem for you to affect,
think again. There are many ways each of us can reduce our energy use
and the amount of pollution we put into the environment. In fact, if
each of the 20 million U.S. viewers who are expected to see The Day
After Tomorrow took a few easy steps, our collective impact would be
truly significant.

Here are some ways you can help to slow climate change. Your actions, combined with those of
others, will make a visible difference. Read on!

—Sean Sheehan, National Outreach Director, Center for a New American Dream

Before the Movie…

Showering before the big show? When you shampoo or soap up, turn the water off. Why? Because
it takes energy to heat the water we bathe in—and that energy usually comes from coal-fired power
plants that pollute the air and disrupt the climate.

Also, be sure that your shower has an efficient showerhead. If all 20 million Day After viewers
installed efficient showerheads, we would together prevent the release of nearly four million tons of
carbon into the atmosphere. That’s the equivalent of taking 600,000 SUVs off of U.S. roads, all
from the comfort of your own shower!1

It’s also a big water savings— more than 90 billion gallons a year, in fact. That’s a lot of water—
more than enough to fill 110,000 Olympic-sized swimming pools!2

If you already use efficient showerheads, you can calculate your positive impact on the Turn the
Tide website. If you don’t, log on to Turn the Tide and find out how to get some.

On Your Way to the Movie…

How are you getting to the movie? If possible, think about

using public transportation, walking, or biking. If you need to
drive, grab a few friends and carpool together in your most
efficient vehicle.

Did you know that if 20 million Day After fans all drove a
Toyota Prius to a theater 10 miles away, instead of a Hummer
H2, we would save more than 1 million barrels of oil and 460 million pounds of climate-disrupting
carbon dioxide? We’d also save a combined $44 million at the pump—yes, just from that one trip
to the movie! Think about all the popcorn you could buy with that kind of cash!3

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 23
And think about how much we’d save if we carpooled, walked, or biked at least once every week!
Actually, stop thinking about it and log onto Turn the Tide to find out.

After the Movie…

So maybe you liked the movie so much you'll want to see it again when it
comes out on DVD. But that'll be months away, so why keep your DVD player
running until then? Switch off your power strips and fully turn off your DVD
players and any other devices that typically remain on standby. The “vampire-
like” standby devices in DVD players, cell phone chargers, stereos, washers,
dryers, and other appliances suck 26 power plants worth of electricity every
year in the U.S. alone. That’s 26 power plants spewing pollution and
disrupting our climate just so the vampires can sit at our beck and call.4

Yes, you guessed it—if all 20 million Day After viewers controlled our vampires, we could drive a
stake through an entire power plant!

Calculate the positive impact of taking nine other simple actions, and see how they add up to make
a huge positive difference, at Turn the Tide.

Notes:

1. SUV calculations by the Center for a New American Dream, based on U.S Department of Energy estimate that the
average SUV consumed 645 gallons of gasoline in 2002. (Back to Text)

2. Efficient showerhead calculations based on savings of 4572.7 gallons of water and 376 pounds of CO2 per household
per year from Rocky Mountain Institute, as cited in Turn the Tide, www.turnthetide.org; gallons in Olympic swimming
pool from U.S. Olympic Training Centers Web site, www.usoc.org/about_us/visitor_ctr_COS.html (Back to Text)

3. Calculations for oil saved and CO2 avoided based on transportation figures in U.S. Department of Energy, Energy
Information Agency (EIA), April 2004 Monthly Energy Review, at www.eia.doe.gov/emeu/mer/; $43.7 million dollars
based on U.S. average gasoline cost of $1.812 per gallon, per EIA, Gasoline and Diesel Fuel Update, 26 April 2004,
tonto.eia.doe.gov/oog/info/gdu/gasdiesel.asp (Back to Text)

4. 26 power plants from Environmental Resource Center, “Environmental Tip-of-the-Week: 8/3/2001”

www.ercweb.com/news/tipreq.asp?tip=8/3/2001 (Back to Text)

Texto disponible en: http://www.worldwatch.org/features/climate/wycd/

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 24
 TIPO DE TEXTO: ARGUMENTATIVO
Back to Story - Help

'We worked day and night'

By Gaston Caperton Fri Apr 7, 7:12 AM ET

All of us at the College Board deeply regret the recent scoring problem on the SAT. When we found the scanning
errors, we disclosed the problem as quickly and responsibly as possible to students, high schools, colleges and the
news media.

As we launched an investigation through our scanning vendor, Pearson Educational Measurement, we knew our
first responsibility would be to do what was best for students and colleges. It was more important to get the
correct and complete information out than to rush out with partial information that could have created unjustified
panic.

In addition to students, the most important audience for this news was admissions officers, who, during the month
of March, were still making decisions about applicants. It was essential to get the information about specific
students to colleges as quickly as possible. That was the best way of serving students. And that's exactly what we
did.

We worked day and night to get this information out, properly and accurately. In fact, it turned out that 4,411
students out of approximately 495,000 (less than 1%) who took the October test had to have higher scores
reported to colleges. Nevertheless, one test incorrectly scored is one test too many.

That is why we have introduced a number of additional quality-control measures:

• We are having every answer sheet scanned twice.

• We are updating software and procedures to eliminate any possibility of a humidity impact.

• We have engaged Booz Allen Hamilton to perform a complete review of the processes involved in scoring the
SAT.

Our commitment remains to the students and families we have served for more than a century. We are confident
that these changes will avoid the pitfall of automatically requesting hand-scoring, which is time consuming and
costly. The additional quality-control measures should strengthen faith in our track record and put the picture in
perspective.

Gaston Caperton is president of the College Board.

Texto disponible en: http://news.yahoo.com/s/usatoday/20060407/cm_usatoday/

weworkeddayandnight&printer=1;_ylt=AhSbN3wThloJsY5izshjMhn8B2YD;_ylu=X3oDMTA3MXN1bHE0BHNlYw
N0bWE-

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 25
 REPRESENTACIONES GRÁFICAS

Cadena de eventos
Se utiliza para representar los eventos en los textos narrativos y los pasos o etapas en los
textos procedimentales. Por ejemplo: Un cuento.

Título de la historia
Ubicación en el Personajes
tiempo y en el Evento No. 1 principales
espacio

Evento No. 2

Evento final

Línea de tiempo
Se utiliza para representar biografías. Puede iniciarse de arriba hacia abajo, de abajo hacia arriba o
de izquierda a derecha.

Personaje

Nació

Murió

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 26
 Cuadro de comparación /Contraste
Se utiliza para representar textos cuyo patrón retórico predominante sea de
comparación / contraste.

Atributos Nombre 1 Nombre 2

Atributo 1

Atributo 2

Atributo 3

Diagrama de Venn
Este diagrama también puede utilizarse para establecer semejanzas y diferencias de dos o más
aspectos desarrollados en un texto.

Diferencias Semejanzas Diferencias

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 27
 Mapa Araña
Se utiliza para representar una idea o argumento central, un concepto o características de una cosa,
es decir, puede utilizarse para representar textos con patrones retóricos de definición o descripción.
Las líneas oblicuas que salen del óvalo representan las ideas principales o características
principales.

Característica Característica

Tópico
Concepto
Tema

Característica Característica

Espina de pescado
Se utiliza para representar textos con patrón retórico: causa – efecto.

Detalle Detalle
1

2
sa

sa
u

u
Ca

Ca

Efecto
Ca

Ca
us

us
a

a
3

Detalle Detalle

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 28
 Problema/Solución
Se utiliza para representar textos en donde se plantee un problema, los intentos de solución y sus
posibles resultados.

El problema:
¿Quién?
¿Quién?
¿Por qué?

Solución (es) Resultado (s)

Intento de solución 1. 1.

Intento de solución 2. 2.

Resultado final

Diagrama de árbol
Este gráfico se utiliza para representar textos expositivos con patrón retórico de clasificación y si se
presenta en forma inversa puede utilizarse para textos con patrón retórico de agrupación.

Tema

Clasificación Clasificación
1 2

1a 1b 2a 2b

Izquierdo, E. (2006) Guía No. 9: Modelos de tipos de textos, patrones retóricos y representaciones gráficas. 29