Text 9 2012 general
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This document contains instructions and examples for analyzing abstracts from academic papers and research. It provides guidance on identifying key elements like the title, topic, discipline, objectives, methodology, and conclusions based on two sample abstracts. The first abstract examines the impact of the Mississippi Civil Rights Movement from 1960-1984 using quantitative analysis and case studies. The second analyzes the influence of Russian author Fyodor Dostoevsky on counterculture writers in America through a close reading of his work and their stylistic similarities. The document aims to help readers effectively analyze and understand the essential information presented in academic abstracts.
Text 9 2012 general
- 1. COMISION 1 – INGLÉS 2012 Prof. Schlak & Lenain Acosta Text 9: Abstracts ANTICIPATING & PREDICTING: 1. ¿Qué tipo de texto va a leer? ¿A qué institución/publicación pertenece? 2. ¿Qué clase de información encontrará en este texto? 3. International Headlines 3.0: Exploring Youth-Centered Innovation in Global News Delivery Rachel Cadwell, Montana University Traditional news media must innovate to maintain their ability to inform contemporary 1 audiences. This research project analyzes innovative news outlets that have the potential to draw young audiences to follow global current events. On February 8, 2011, a Pew Research Center Poll found that 52 percent of Americans reported having heard little or nothing about the anti-government protests in Egypt. Egyptians had been protesting for nearly two weeks when this poll was conducted. The lack of knowledge about the protests was not a result of scarce media attention. In the United States, most mainstream TV news sources (CNN, FOX, MSNBC, ABC) ran headline stories on the protests by January 26, one day after the protests began. Sparked by an assignment in International Reporting J450 class, we selected 20 innovative news outlets to investigate whether they are likely to overcome the apparent disinterest of Americans, particularly the youth, in foreign news. Besides testing those news outlets for one week, we explored the coverage and financing of these outlets, and we are communicating with their editors and writers to best understand how and why they publish as they do. We will evaluate them, following a rubric, and categorize them based on their usefulness and effectiveness. READING 1. LEA y MARQUE primero las palabras transparentes y las que ya conoce en inglés, luego las que reconoce por su terminación como sustantivo o adjetivo. Luego proceda a marcar las frases nominales distinguiendo sustantivos y adjetivos e intente reconocer los verbos. Por último, intente responder la pregunta 2 sin usar el diccionario 2. IDENTIFIQUE en cada abstract o resumen a) el título (que describe el tema o problema que aborda), b) el tema o problema c) la disciplina o campo disciplinar en el que se inscribe el abstract, d) los fundamentos o marco teórico (describe qué es el tema), e) los objetivos, propósitos o metas del trabajo / de la investigación, f) los resultados o conclusiones 3. USE el diccionario para verificar el significado de algunas palabras y corroborar si las respuestas a las preguntas anteriores son correctas. 4. ENCIERRE con un círculo los pronombres que aparecen en el texto e INDIQUE con una flecha a qué palabra o frase se refieren POST –READING & STUDY 1. Marque las palabras o frases que le permitieron encontrar el tema, el objetivo, los resultados, la metodología de trabajo, etc. 2. Cohesión: existen palabras que marcan la transición entre una idea y otra expresada a veces en una sola oración, otras entre oraciones o entre párrafos. Podríamos definirlas como la goma que une todas las partes del texto y que nos dan claves para leer y buscar información más eficientemente. Esas palabras como elementos que nos indican en qué sentido discurre el argumento del autor, pueden agregar información, dar un ejemplo, marcar una oposición, conseción, contraste, un resultado, resumir, etc.
- 2. COMISION 1 – INGLÉS 2012 Prof. Schlak & Lenain Acosta 2 EXTRA READING PRACTICE 1 Kenneth Tait Andrews, ‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984″ Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998 This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi. EXTRA READING PRACTICE 2 Echoes from the Underground Lizbet Barnes European and American Literature, UCLA Friedrich Nietzsche notably referred to the Russian novelist Fyodor Dostoevsky as “the only psychologist from whom I have anything to learn.” Dostoevsky’s ability to encapsulate the darkest and most twisted depths of the human psyche within his characters has had a profound impact on those writers operating on the periphery of society. Through research on his writing style, biography, and a close reading of his novel Notes from the Underground I am exploring the impact of his most famous outcast, the Underground Man, on counterculture writers in America during the great subculture upsurge of the 1950s and 60s. Ken Kesey, Allen Ginsberg and Jack Kerouac employ both the universal themes expressed by the Underground Man as well as more specific stylistic and textual similarities. Through my research I have drawn parallels between these three writers with respect to their literary works as well as the impact of both their personal lives and the worlds that they inhabit. The paper affirms that Dostoevsky has had a profound influence on the geography of the Underground and that this literarytopos has had an impact on the writers who continue to inhabit that space. Memoirs of Genocide: From Poland to Sudan Jasmine Angelini-Knoll Under the direction of Dr. Kenneth Waltzer, Jewish Studies Program
- 3. COMISION 1 – INGLÉS 2012 Prof. Schlak & Lenain Acosta For this project, related to my research assistance for Dr. Kenneth Waltzer in his work on "The Rescue of Children and Youth in Buchenwald," I will look at several different memoirs rooted in experiences of mass violence undergone by children and youth. I want to draw parallels between memoirs of youthful survivors who lived through the Nazi Holocaust in Europe, and the “Lost Boys,” who survived recent violent conflict in Sudan. My sample of memoirs includes works in French by Polish Jewish boys who survived the Holocaust in ghettos and work camps, finally winding up in Buchenwald. The Sudanese memoirs trace the paths of boys as they fled from destroyed homes to refugee camps. They are written in English, often involving the collaboration of American authors. Besides engaging each story individually, the exploration of these works urges broader questions about memory of horrific violence. How is memory presented and organized in memoir? What is emphasized and why? What are the motivations for speaking as witnesses of horror and survivors of violence? What are the implications of personal memoir for the larger task of preventing violence and genocide? These stories are diverse—they take place in worlds and times apart, they involve different actors and contexts. Yet they are also connected, involving experiences by youth of mass violence, survival, and finally efforts to represent memory years later 3 as warning, as remembrance, and as an effort to help others understand.