eee ice Developing Skills for Text Types A Guide for Students of ‘SpanishDeveloping Skills for Text Types A Guide for Students of Spanish Fst publehed Septemibar 2000 fsabo Elsa Arigadka, ISBN 978-0-646-51990-5) “Ts elton pubsshed May 2012 International Bacoatauraate Peterson House, Malthouse Aver, Car Gate Cara, Wales G5 Cr23 act. Unit Kingdom | Phone: +44 29 2054 777 Fax +48 29 20547778 Websites hp/un a orp ‘The nterational Baccalaureate fas thee high qusty and challongng educatlonst programmes fr aworlawise conerunty of schools, ming to reato a betes, more peacel werd {© International Baccalaureate Organization 2012 “The rights of loabel ea Arigada tobe denied as euthor ofthis work have been asserted by her 'reccorsace wih sections 77 and 78 ofthe Copyright, Designs and Patents Act 198. [lights reserved. No part of his pubotion may be reproduced, stored na retieval sytem, ‘vanemnted nani form or by ar Mears, electronic, mechanial, photocopying, recording, of ‘there, wthout th prior permission a the publishers “The IB is gate for paission o reproduce and/or rarslate any copyright matte used inthis publeation. Acknowedgments are cluded, where appropriate, and, fied, the Bile ‘pleased to fectty any eros or omissions atthe earbst opportunity. |B merchandise and pubctlons can be purchased through th IB ster at hito/stoe.b0 ra General ordering queries should be dectes tothe Sales and Markoting Deparment in Car Phone: +44 29 2068 7748 Fax: +29 2054 7779 malt salesibo og Bish Lisrary Cataloguing in Publication Data, ‘catalogue 200 fortis Bo0k fs avalabe om the ish Library, TBEN: 978-1-908048-70'9, “Typeset by Propress Projects Lid, Perth, UK Printed and bound by EPC Direct Intemational Baceslaureate, Baccalauréat International and Bachillrsto Intrnacional are registered trademarks ofthe ntematonal Beccala.reate Organization. therm code 2006 2018 2015 2014 2013 2012 10987654921 ‘Acknowledgments lsabal would keto thank har husband, Gerald A Amagada, her son Enest J Arigada anc ‘oleague and tiene, Maria Inés Zaoto, for ther encourageent ae suggestions, an in ‘particular fr thi assistance ecg te st elton ofthis publication Isabel would abo tke to thank the acriistaton of Caray Baptist Grammar School, especiay, -Mr Phi De Youna, Schoo! Procpal, and Mrs Dorothy Tealos, Director of Human Rasouces, fr the ‘suppor an guidance. From the 1, sabe would ie to thank Maye Dalivarde for har gvofessional assistance and ‘sncouragament, Carls Martine fer aoice on IB Dipioma Programe Spanish ab iio and ‘Spanish B and Lewis lamer fortis support and deccaton tothe publication.IB learner profile ‘The aim of al B programmes is to develop intematianaly minded people who, recognizing thei common humanity end shared guardianship ofthe plane, help to create a better and more peacetul world |B leamers strive tobe: Inquirers They develop their natural curiosity. They acquire the skills necassary fo conduct inquiry and research and show independence in learning. They actively enjoy learning and this love ofleaming wil be sustained throughout ther lives, Knowledgeable | They explore concepts, ideas and issues that have local and global significance. In so ‘doing, they acquite in-depth knowledge and develop understanding across @ broad, ‘and balanced range of disciplines. ‘They exercise intative in applying thinking skilscritcally and creatively to recognize | ‘and approach complex problems, and make reasoned, ethical decisions, ‘Communicators | They understand and expres ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively, {and willingly in collaboration with others. ‘They act with integrity and honesty, with a stiong sense of faimess, justia and respect {or the dignity ofthe individual, groups and communities. They take responsibilty for their own actions and the consequences that accompany them, ‘They understand and appreciate their own cultures and personal histories, and are ‘open to the perspectives, values and traditions of other individuals and communities. ‘They are accustomed to seeking and evaluating a range of points of view, and are viling to grow from the experience. Caring ‘They show empathy, compassion and respect towards the needs and feelings of ‘thers. They have a personal commitment to service, and act to make a positive diference to the lives of others and to the environment. Risk-takers | They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new role, ideas and strategies. They are Thinkers brave and articulate in defending thet = Balanced ‘They understand the importance of intellectual, physical and emational balance tO _achieve personal well-being for themselves and others. Reflective | They give thoughtful consideration to their own learning and experience. They are able to assess and understand thelr strengths and limitations in order to suppor their leaming and personal development.ey Introduction 5 Wiring text types iT ‘Wien expression 8 “The re ofthe student as wer 9 “The audience 3 ‘Too purpoce of writing 10 “The communicative purpose 10 Tet types " ‘The process of writing 13 iting stops 4 Howto evaluate your own wing 8 Conesive dovioes 7 Hourto wrt etectvely in Spanish 8 Summary of wring elements a Understanding and producing text types in Spanish a our 2 ‘tical de opiién 2 ‘Aticul informatio (rica de noticias) Ey Cara al director de un perico 2 Cara foil 36 Carta informal a2 Correo etn a Desergcén 51 Diario egal lo) 54 Dito personal 7 , Fnsayo © Entrada en stos web de rds sociales 8 Enrovita 6 \ Folleto 69 | Informe 2 Intacén 6 | Usa 81 Nrracion 86 Nota 0 mensaje a Presoniaciéno debate 93 esata 7 “ajeta postal 10 Bibliography 103Aim of this book ‘This book is for students of Spanish ab no and Spanish language B standard level (SL), enrolled in the International Baccalaureate Diploma Programme. The purpose af this book isto help students to understand, practise and improve text types, a¢ well as gain confidence as they develop competent writing skis in ‘Spanish, In order to do so they should be encouraged to complete a variety of writing tasks, using the appropriate language, register and format. Teachers might use ths book as a reference to guide students! Jeaming and set tasks to be completed as class exercises or as homework, How to use this book ‘The book has been vided into three major sections, dealing wit ctferent aspects of vtten productive skis. “The first section, ‘Whtng text types", covers the mechanics of writing, including defiritios and visual explanations of essental writing elerents, such as audence, communicative purpose, types of writing and text ‘ypes. ‘The second section, “The process of wring”, offers achice to students on evaluating and improving thelr wen. ‘The third section, “Understanding and praducng text types in Spanish’, encourages students to practise ting proficienty i Spanish. Students wil be taught the folowing aspects ofa vanety of text types. ‘+ A definition ofa particular text type ‘Its general characteristics ‘Is inguistc features ‘+The conventional structure of such text ype ‘Students wil also be shown @ typical example or model ofthe text type examined in each case, and the relevant writing conventions, as wel as the required format. Each model represents an authentic text, a t ‘would be written by a Sparigh epeaking person. The typical elements of each text type have been placed on the left ice, 2s a carving reminder. ‘The model of each text type wil be based on instructions, also included inthe book, in some cases the wring models are longer than what is expected trom the student in the final examination. [At the end of each chapter, students wil also find a numberof tasks to help practise productive sis. ‘About the author Isabel E Ariagaca curenty teaches Spanish ab io and language B at Carey Baptist Grammar School, . Melbourne, Australi, Isabal has a PhD in Spanish American iteralure from Monash University, Mebourne, ‘and has been an IB Spanish examiner and team leader for many years, inolding for internal and exter ‘assessment, Her interest in wring started while teaching the Victorian Certicate of Education during which time she co-authored the textbook Gula para escribir cfferentes tos de textos en espero! para estudiantes cle vel avarzado. | |YE WritingWritten expression “The Language ab into guide 20% 1:13, 15-16) and Language B guide (2011: 4, 21-22} recommend the development ofthe thee preary language sks and competencies receptive, interactive and productive) through a varely of actives in orl andlor written forms. A fundamental aspect of thse acts i the study of aide range of authetis taxis and materials. Those authentic materials sve as models of writing and ought to_be chosen accorcing fo their communicative purpose that, the “apparent intertons of the author when Communicating tothe audience and how these intentions ae eflectd inthe choice of language” as stated in the Language B guide, 2002: 19). Thus, whie developing productive skis, suchas wring, students shoud bo ‘made aare of he mporance ofthe communicative purpose they ere to communicata eect. ‘Altrough ll parts ofthe Spanish course should complement each other and all the language skits should be Jeamed in an integrated way, wirin the tree intercurnecied areas (alyuaye, texts ead themes), this Book ‘deals mainly wth writen communication—that i, producing a coherent text that is appropriate to context and purpose. ‘Writing in @ second language is a complex tsk that requis a thorough thinking process and involves a two ‘way voyage of discovery: students aught to discover the ina points ofthe written language, in ths case the Spanish language, 2s well as finding out the beauty and complexty of their own ideas. “Throughout the pages of ths book, students of Spanish ab into end Spanish B (SL) willbe encouraged to ‘communicate clear, in writing, for a variety of purposes, paying close allention tothe text type require for a specific task. ‘The frst step in learring to. communicate effectively in wrtng wil be to become familar with some of the ‘mechanics of witing, A practical starting point isto consider the folowing, *# Yourrole as a writer ‘+The audience or intended reader ‘+The communicative purpose ‘The type of wrting (maginative/objectve/formalnformaVcontroversalevaluatve) ‘© Tho text type (what are you wrting?/how do you present the text?) ‘Source: Adapted from Ariagad, abel and Flérez, Martha, Guia para escribir diferentes tipos de fextos en ‘esparial para estuolantes de nivel avanzado. VSL: 2000. Note: The above is based on the 1949 Herod Lasswells communication theory whose basic contention is as, follows. Who Says what Inwhich channel Te whom “To what eftect,The role ofthe student as a writer/El papel del alumno como escritor ‘Who writes?/¢Quién escribe? Advertising agent/ Narrator! Agente de publicidad ‘Narrador . Sikes ¥ oe CL Critco de cine UU a 0) ae” The audience/E! destinatario With whom am I trying to communicate?/ Set of instructions or ules | + Evocative > Brochure, pamphlet ‘Narration © Objective > —_|* Police dectaration t imapinaive > | Shortstry, anecdote Witton interaction |» informal Letter toa find or famiy member + Foma’ > __| Commercial etter, ob application Spokeninieracion |» Reported > | [Text ofan Interview Explanation © Objective > Feport ‘ruentaton > Contoversia > Letter to the edltor (ext of] speech about controversial issue __ |e Balanced > [+ Essay + Subjective > Book, move o Source: Table adaoted fom the Language guide, 2002: 20. Text types/Los tipos de textos Since written tasks will be assessed in the examination paper 2 (written productive skis), the study of writen expression requies the understanding and practice ofa numiber of text types 80 as to learn how to ‘communicate effectively in writing, “The Language ab into quide (2002: 18) described text as @ word that “refers to a mare or less continuous piece of spoken or written language”. Moreover, the language ab into sylabus (and by extension that of language B) aims to explore cfierent aspects ofa topic trough a range of texts, ‘Spanish ab into and Spanish 8 students are expected to acquire writen productive sis and demonstrate the abity to complete a variety of written tasks which have slight ferent assessment objectives, Nevertheless, the tasks require students to answer using specific text types, characterized by anpropriata register, style and ‘conventional format. The afrence inthe production of text types in each course relates mainly to the depth of {restrment of te topic, and this is determined by the course level the assessment objectives, the breadth ofthe syllabus coverage and the assessment cteia, For a better understanding of the above mentioned concepts, keap in mind the folowing defritons, + Text type: a witten text attending toa speciic communicative purpose and addressing a partiouar audience. ‘+ Format: the sppeerance ofthe text, comprising agreed elements and folowing precise corwentions of the language and cuiture(s). + Register: tne approach used when addressing the audience, according toa social situation or subject ‘matter, and respecting cultural conventions, ‘Although during their course, students of he Spanish language willbe exposed to a varety of text types and Practise a wide range of writing situations, n the Spanish paper 2, each task wil equi an answer covering {ext typas from the following recommended ists, depending on tha leva.‘Spanish ab initio: Written productive sls SEO Acverisemet yer (Blog Beg Bog cial Gor acre eect Erity/post on socal |Enradamensae en lao | Diary raters |web dona red soc! a invitation trviackn Ere List Justa Entry/post on social | Entrada/mensaje en el sitio reese oo do un re 008 Men en Essay (where appropriate) [ Ensayo (cuando carresponda) } iessage, note | Mensa nota Ito Eta a Notice fvso ‘atere formal and | Cartas males @ oe aa florals Poster Fister z Report Tree er [Posteard Postal Review [ext of a] Speech’ [Texto de} Discurso, | presentation resenactn ‘Source: Table adapted from the Language ab into guide and Guia de Lengua ab ito (2011: 26) In paper 2, the instructions to all tasks, whether language ab into or language B, are written in the target language and allesponsos must be written in Spanish. ‘Spanish B: Wniten productive skils information and ideas in response to a written task” “+ For language B SL, on the other hand, students ought to "produce texts where the use of register, syle, rhetorcal devices and structural elaments are generaly appropriate to the audience and pieosat [Article artical 3 a SSbav en oe a aaa Ee om = a = a 5 Se a reerain boo | ears vm omc Ga h a a cme crim eS ee a a Ge [ ' cc Sar iso ara ie rd Gs Leva B OTT eee a ea euee ence ee alae ear at iscie scare a etc te blenuesea Peleg one geal 4 malo Secs oi sects ces aca :The process of Wr lin\Wrting accurately entals@ process of thinking and creating, a8 well as revising and refining before producing & final text Before presenting your fral pieoe of wiling, you should consider the folowing steps. Writing steps 1. Identity the writing situation Learn to analyse the elements involved in the writing process: reflect onthe topic, the auclenoe, the purpose, the appropriate txt type, and s0 on. 2. Plan your writing Generate ideas by: * creating a ist of words, phases and ideas + jtting down quick notes + producing a simple outine using heacings or subtle. Ifyou are attempting a more complex written task for example, an essay or aletter tothe editor, you could ‘also consider: ‘= collecting information from newspapers, magazines, books, the itemet, etc ‘© making @ note of thoughts and ideas from current events ‘Aplan is essential, Spencing a few minutes planning your task wil ensure you produce a wel-reasoned and tefectively sequenced text. You should mak an effort to produce plans or outlines in Spanish to avoid awkward Iteral transitions. 3. Organize your writing ‘Successful writing s the product of careful crating and edting. However, since you do not have ime to write ‘everl Grafts, you should pay thorough atteiton to organizing your ideas. To achieve this you may use any of the folowing. Framework or outline Tite Introduction Paragraph + Paragraph 2 Conclusion Concept map |7 Hierarchical diagram Anierarchical diagram is a diagram ranging ideas in oer of importance, 4. Drating \While elaborating a wring plan, refecton the organization ofthe tex, the linguistic focus, the format, the Punctuation and the use of cohasive devices. 5. Revision Carefully revise your piece of writing to make improvements and correct mistakes. AS you read the peregraphs ‘you have wirten, check the folowing, + Paragraph unity and coherence (each paragraph should be dacicated to one idea only) * Development of dees, providing supporting deta and altering the text If you come up wth new ideas + Grammateal correctness, paying attention to appropriate and varied sentence structure and vocabulary Sentence structue, using a mixture of sentences (simple, compound anc complex) ‘+ Spaling and punctuation How to evaluate your own writing ‘Tobe able to communica clearly and effectively in wring in range of situations raqures paying attention to etal, Furthermore, knowing how to evaluate your own wring is essential, will help you davelop your skis {and enhance your fal work Appropriateness * Appropriate written text and text type, having in mind the true objectives ofthe sel task and its target audience, ‘+ Folow the writing conventions of each particular text type. ‘+ Proper register, according to the set task (t/vos/usted). Note: To keep things simple the forms of td and vosotros/usted and ustedes are used throughout this book. ‘The form of vos, and its coresponding verbal forms, isan alternative tothe form oft and tis used in Argentina, Uruguay and Paraguay, Structure + Clarity and coherent exposition of ideas: The text must be easty understood by the reader Unity: Each paragraph should ciscuss only one general idea. * Logical sequence: Ideas must follow a logical sequence, avoiding repatons.“Thus, in any type of text you need a clear structure, keeping tothe tractional layout Introduction/introduccién In the introduction, you must bref mention the subjact matter, accorcing tothe text type. The tonic must be Cleatly stated. In a story, for example, you Introduce the main characters and outine the background leecing Up to the main action, Other text types would highight ther purposes and address the audience. Main body/Desarrollo In the main body, you write about the main action {maginative, personal), the erguments (evaluative, persuasive) or the main points (informative). Each paragraph should have details and exarpee to support the hey pons Conclusion/Conclusién In the conclusion, you fish ofthe story, summarize your opinion and main points (evaluative/nformative} or present your fnal statements (persuasive) + Start a new paragraph for each main idea, point or action. it halps the reader to folow your fine of thought “+ Make sure you keep track ofthe topic andr folow instructions closely, so your ideas are wel ‘developed and relevant. ‘+ As wel as using accurate punctuation, itis important to give coherence tothe text as a whole. Uso a ‘Variety of simple and complex cohesive devices, as requied by the content ofthe piece of wring and the text type. O- Conjunctions or linking words Sentence joring (eave pronouns) © Expressions of frequency (© Adverbs or expressions of ime Grammar ‘+ Proficient writers reflect on the grammatical aspects they need to consider while completing a written task. ‘© Should the piece consist mainly of statements or should you include questions 2s wel? Ore sentences complate and do they have a subject and a verb? ‘Is there agreamant between subject and veto in each sentence? © Which spoof veros do you nesd—doing (activeV/personalmpersonal? (© Have you used correct verbal tanses—present, present perfect, preter, imperfect or future? (© Do younced imperatives (commands) to give insizuctions, directions or to try to persuade the audience? ‘+ Regarding language focus, iso remember the following -Tiynot to repeat words, but use diferent verbs and nouns, even cferent sentence beginnings and word exder ta improve the qually of your writing. (Using appropriata pronouns that refer back to key nouns is also effective in voiding repetitions 0 _ Use avaraty of descriptive adjectives and colour verbs to ven up your writing, especially ina text such asa story, (© Whenever possible, vary the length of sentences, to maintain the reader’ interest. Vocabulary ‘+ Pay attention to the use of precise, varied and correct vocabulary.Cohesive devices/Recursos de cohesién Cohesive devices form an essential part of any written piece, a they give coherence to the tex, helping 10 Connect ieas logical. Cohesive devioes can be conjunctions, connecting words and exoressions, and in certain occasions timertrequency expressions, as wel as propositional phrases. E 10 add information ssions US fer ‘Also —___|Ukewise, also Equally, kewise Besides ee to include ideas to exclude ideas ‘to present one’s opinion indicate the reason for ‘something En mi opiniba In my opinion ‘Desce mi punto de vista From my point of view ‘Creo que/me parece qué think that. ‘to express someone else's En la opinion de Juan In Juan's opinion pinion ‘Segin Juan —__ According to Juan ‘0 give examples |{Como por efempio For example ss [Comoital como ‘Such as ‘to make a correction En reaidadide hecho Tn fact to introduce causes or to “Porque als Because “Puesto que/ya que Por esto[poresofpor elo [Given that Therefore thats why ‘to introduce consequences: (ee to contrast or compare ideas "Dobico a esto) Asi pues oro tanto Pr una parte. Por oa. Mientras ave Mientras tanto Peroisino Due to (this) ‘Sin embargo [No obstante ‘Al contrariofpor Io contrario En cambiojen vez ‘On the contrary Inst Por suerte/afortunadamento Fortuny Por fin [Atlest (No) Estar de acuerdo con [To (is)agroa with |to express consequence 10 indicate concession De manera que/de modo que Aunque ‘A>pesar de que 10 indicate a condition ‘A menos que/a no ser qué ‘Con tal que/siempre que En caso de que‘to draw someone's attention | Asi So, thus : Asique So then, anyway | |Enotecto infect, infact Por consign Consequeny, 28 aes [sibien Though ‘Sn dudsTsnigaradudas | Undovbedy,eoany to reinforce an idea En reaisaide verdad infact [Enel fendota arpa Inthe long run ‘to conclude | Por tiltimo __ Lastly, finally ae [rnamento Finly En conclusin in concision Para termine Incencuson En resumervesunionde inshor How to write effectively in Spanish ay careful attention to the mechanics of writing Follow a few simple steps, + Organize your ideas. Time spent planring is crucial to good writing. Spend atleast five minutes planning the extended task. You can create ferent sors of plans. © White alist of points, © List essential words andor ideas. (© Jot down ideas for paragraphs. © Greate concept maps inking ideas. (© White prepared phrases to present idezs. (© White afew prepared ptrases to show off structures. © Remember that worc-by-word translation rarely works. Think through the sentence in Spanish: Use structures you have learned in class. Literal translation of English expressions is also ineffective. ‘+ Always consider the text type required and write down a few words bearing in mind the conventions ‘of such a text (arta, eter or brochure). ‘+ Include cohesive devices atthe start of each paragraph connecting them so they lea from one Idea to the other. Each paragraph should make clear Is relation to what has boon discussed before; ‘consider for example if you are continuing or adn to an idea: qualfying an idea: comparing or contrasting etc. Pay careful attention to grammatical structures Remember that there ae often subtle differences between Spanish and English. Look at the st below; then writen your notebook some sentences to Mustrate each one. ‘The use ofthe defnite article (particularly with gusta) ‘The agreement and pasion of adjectives (normally after the noun) ‘The gender, singular and plural forms of nouns ‘The gender of some troublesome nouns (a aroblema, ef programe, al mapa, ete) Words which have several meanings (ime: fs hora,e!feo0, fa vez) “The use of pronouns (especialy the relative que to join sentences) “The appropriate use of object pronouns (check the noun they are replacing for gender/singulan/purl) “The comect placement of object pronouns and reflexive pronouns fn front of conjugated verbs; after 1nd attached to commends and infiitives)9. The use of active voioe [void the passive voice by using the se construction) 10. Troublesome verb constructions (be careful withthe folowing Constructions: al + INF; antes de + INF; aber + INF; después ae + INF; poder + INF; quarar, preferir+ INF; sole + INF; volver a + INF; ponerse a+ INF) Note: Remember that unike English, Spanish uses the infiitive (not the “ing form or gecund) ater preposition. Als INF translated as “On + ng" form. + Alsalir det restaurante vi a mi amiga Jul /On leaving the restaurant I saw my tend Jul, 1+ INF translated using the ~ing form in English + Etcomenzar ei cia con un buan desayuno te ayudar @ estar més activa /Startng the day with a {good breekfast wil help you tobe more active, ‘+ Entre as recomendaciones pare levar una vida sana, est el matener una dleta equlbrade,/ ‘Among the recommendations for a healthy Ife is maintaning a balanced diet. However, there are other sentences where an infrive also functions as a noun; in most of those cases the anil (fis cropped. + Fumar es malo para la salud /Smoking is bad for your health, 11. The two Spanish contractions (a + l= al and de + e = del) 12, Weather expressions Note: Remember that hacer isthe most frequent verb used in thase cases haca/hacialhizorva a hacer ‘or hard buen tiempo) and leem the few which ar diferent (est# nublado/despejado; Nueve; nie). 19. Verbs (check for iregular verbs (hacer, speling change (valve), person, tense, and ending) Note: Verbs to pay attention to: to.ask = pregunteripedit t0.d0 or to make = hacer (+ INF) to take = tomariagararisacarllevaricoger to think = creer/opinaripensar toknow = saber/conocer. 14. The comet use of ser and esta (se: to dently and describe essential qualities; estar: to express location, mantal or physical states, and to express the progressive) 15, Verbs that take a afferent prepostion (a = aprender a, ayudar a; de = dela do, oviderse de, tater 00, depender de; en = consisti-en, pensar en) 16. The use of preterite tense (to tll the story/to narrate) and imperfect tense (to set the background oF crcustancesrto describe‘Summary of writing elements Before, during and after producing a written piece Cr) Final copy Tela story Persuade Reflect Give opinions ‘Spaces. ‘Sentences Paragraphs Leoibity Spelling Grammatical structures Vocabulary Cohesion: ‘+ punctuation + cohesive: devicesa Understanding and producing text types in PAM. hte I General identifiable features ‘Title (elated to topic) + Structure; content; register, style: layout Definition 'Ao aaivertisement (un anuncto) is a text ype sii lo & Leo ue rt Ue eta ts main purposes are first, to inform abaut a commercial product, an event, a place, or a service; secondly and more important, 10 ty to carwince the public to buy the produc, to useit oro actin a specific way. Since a response is ‘expected, the content has to give lea information on an activity, place, time and requirement. The format of an ‘cvertisement can be in the manner of a pamphlet ora poster and may be placed in & magazine, newspaper or ‘on a public notioe board. I may aso be placed as an electronic posting, such as a website, blog or e-zne. Characteristics ‘© Advertisements are informative ext i they offer something or ask for something ‘Sore advertisements corwince of mativate the audence. They often aim to turn the attention of the reader (or viewer or listener) towards something, holding the audience's attention there, unl that something’ —the product becomes desirable tothe consumer. ‘+ One of the most important parts of the advertisement sits Content. Thatis why it has tobe clear, ‘concise and tothe point. However, because you are being assessed on your inguistc skis, you should ‘ny to write complete sentences, containing verbs. ‘+ An advertisement uses persuasive techniques to draw the public's attention and usualy incorporates: (© interesting phrases, well-written and complete sentences ‘© at least one rhetorical question and one sentence using exclamation marks © expressions that evoke an emotional response Oa slogan or catchy phrase, using imperatives (Commands) o prompt action. ‘Normally, an advarisement combines text with images. Because ofthe lack of time and resources to ‘complement your text with images during an exam, you should use images sparingly and ont if you have sultable drawing skis ‘You may want to create the impression of visual images by using bullets (refer tothe brochure) and headings of diferent shapes fonts) “+ Ifthe advertisement is an extended pieoe of witing, such as a poster (adster or carta) it ought to include appropriate headings. Linguistic features * Informal Spanish is normally used. * Convey complex structures by using pronouns, commands and expressions of cblgation and duty (Geberthay quertener que + INF). + Choose a communicative ile or a promising heading. ++ Even iit isa short advertisement (un anuncio de vanta de algtin objeto), stil needs a variety of ‘coheswve devices,Structure before establishing the purpose iting someone, requesting Introduction "You may want to address your audience dire ‘of your advertisement. (Ae you selling somethin zie | scr ire Sa Sa He ee et a Body Give details depending on the purpose of the advertisement and pay attention to the persuasive language. For example, describe the object you are seling, give | information about the invitation, explain about an object you are requesting or have fees, lost, eto. eer Conclusion End the advertisement giving contact details Note: The structure ofa particular text type refers to the way that ideas are orgenized, whereas te tile is part ofthe format. However, where appropriate, a tle nas been added tothe structure so that you do not forget to include tin your piece of wring Tarea y texto modelo: Vendo mi biccleta Has pasado un ao en un colegio en otro pai, y ahora tines que voter a casa, jPero tines muchas cosas Parallevar y por 680 debes vender tu biccietal Escribe un anuncto para el tablero de enuncios del colegio. ‘con toda fa informacion neceseria para vender: como es, desde cundo la tanes y cunto la has usedo. No ‘vides mencionar por qué la vendes, el precio y tus datos personales, (Pregunta adaptada de f prueba escrta ce 12, mayo de 2006) Th ““_—— VENDO MI BICICLETA Addressing the aucence_| {Quieres hacer ejercicio y tener transporte gratis? (ntructon | Pues tengo una bicicleta de montafia para vender por buen precio! Mi bicicleta es roja, modema y de tamafio mediano, Es muy bonita ‘y ademas, es especial para chicos o chicas deportivos. La he tenido Solamente por un afio, mientras estudiaba en el colegio internacional de Carey. Por eso esté casi nueva, La he usado para ir al colegio nada més yy los sbados para pasear por el parque. Bat—| | [Es la mejor bei del mundo pues es muy cOmoda! Desgraciadamente, ‘Making the tengo que venderla porque en un mes voy a volver a mi pais y no advertisement puedo lievarla conmigo. Si te interesa comprarla, es muy barata: cuesta 120 euros solamente @ ineluye una rueda de repuesto y manual para el usuario, {iNo te artepentiris y lo pasaris muy bien montando en ella Concusion: | Si quieres la bici del affo, Ilimame al teléfono 123 45 09, después - de las seis. Pregunta por Maria, ‘Slogan and contact 3Practica de redaccién | Tarea 1 Mi masoota Hias estado durante un afo de intercambio en Madrid, viviendo con una feria espafiola. Mientras vias at {enias una mascot, pro ahora tu estanca ll se termina: por eso buscas un hogar para tu animalito. Esorbe tn anuncio para colocar en un superercado. Da toda la informacion sobre la mascota, di también custo tiempo la has tenido y por qué buscas un hogar para ela. Puntos importantes: + Uiza mayormente los tlompos presente, pretérito pexfacto presen vere) y expresiones de futuro * Para la descripcion, usa una variadad de adjetivos, teniendo cuidado con la concordancia (un pez anaranjad). ‘© Explica qué come tu mascota y qué le gusta hacer. ‘© No olvides ei numero de contacto. Tarea 2 El robot doméstico [Tabejas para una empresa que ha creado un robot doméstico. A partir del esiogan que aparece mas abzlo, cescribe un anuncio describendo el robot y lo que es capaz de hacer. Expica también dénde se puede ‘comprar y custo ouesta Por fin jAdi6s a las fasnas del hogar! Tarea 3 Busco piso Has mirado los anuneios clasificados en varios pariddicos y no has logrado encontrar el piso adecuado para ‘lquis, en la zona que desees y al precio qua puedes pager. Escribe un anuncio para poner en la seocién de ‘anuncios. Para haceco, ma el vocabulrio dtl que tienes & continuacion. ‘+ Necesta/Precisa/Soliito/Busco urgentements . pisa/estudia/ético ‘= Debe ser grandepequanialmadiano/Tene X numero de habitacones “No importa zona/en zona ceniro/en las afueras/en zona residencial "+ Amusblado/sin emuebier/debe tener/debe contar con * Alguilr mexima X eurosyhasta un maximo de X euros. area 4 jQuisiera comprar famoso DVD! ‘Gaieres comprar un DVD de tu pecula favorita, pero no has podido encontrarlo, Escrbe un anuncio para ‘colocar en un supermercado. Da toda la informacion necesatia Informacion personal eres aicionado al cine/oleccionista?) Informacion sobre la pelicula (tua, tipo de pelicula, actores) Por qué quieres comprar al video. CCuanto quieres pagar. Termina ol anuncio con los detalles para contactarse contigo.Mn ON General identifiable features + Name of newspaper or magazine; date; place; title of article; author (fictional name) + Content; register; style Definition The main functions ofthe print media are to inform, generate opinion and entertain. An article that is based on {@ news tem, but includes the writer's opinion and point of view is called un articulo de opinién in Spanish. This {ype of article appears inthe opinion section of newspapers. Characteristics ‘Although an article is normally informative, itis important to remember that in the writen press, straight informative pieces appear only n brief nows tems, ‘Most o the time, the wnter of he article not only informs the readers, but also comments upon the ieve of news. judgment is ut forward to encourage opinions among the readers, as well as guiding ‘them through certain topics and issues, ‘+ Arnews tem is normally the intiating point for the article. ‘+ Anaricle in Spanish is very similar to an article in English therefore, you need to organize your ideas logically and coherent. ‘+ Ina feature aticl, you should present your pont of view, for or against a particuar topic, © Establish the topic of discussion © Select your information (data or evidance), (© Interpret the evidence trying to make sense out a it. (© Develop your arguments in a series of paragraphs, Inciting where you stand on the topic. Linguistic features ‘Formal Spanish is normally used, but if you are writing for school magazine, the language can be informa. * Wit in a clear, easy to understand manner, using correct language, avoiding redundant or sypariuous words, Clear does not mean short sentences; ft means the audfence understands what the writer say. ‘+ Choose an interesting, accurate and communicative tie. ‘+ Use a variety of simple and complex coheeive devices to ink ideas. Planning + Your fst tasks to select ll the relevant information you wil need to write @ convincing and interesting aril, + The information can inclide: facts, statistics fe mayoria, algunos, la minora) and examples, + Youmay also want to include allusions (ferences to people in history, pols or itrature) and quotations, However, fr the purpose of writing an article for an IB exam, you wil not be requred to Include the latter. + To select the information requred, jot down a fow ideas on the main toni. When writing the article, remember thatthe most important facts come first. Itis also important to identity the parts of an arise :Structure Introduction | Headline (the article's tite) By-line (author) Date Lead [Optional] (summary of who, what, where, when, and why) Most important details Minor details Reactions [Optional] (irect speech, quotations) Conclusion ing headlin ‘As the name suggests, ‘audience, refering to it in general terms. A topic sentence normally establishes the ‘main point ofthe piece. Write no more than one or two sentences. ts vital to divide your text into distinct, separate paragraphs. Write three separate paragraphs, developing your ideas. Dedicate each paragraph ‘to a diferent aspect of the article's topic. Sequence facts according to importance: the most important facts come fst. prinslir ‘Conclusion | "The conclusion rounds off the article. The function of the conclusion ist ‘to briefly sum up your ideas, but without repeating the introduction * todraw one or two conclusions on the topic discussed ‘= toleave the readers with something to think about. Do not introduce new ideas or evidence in the conclusion. pinion means a beef or personal attitude or valve. Fact, on the other hand, i what is own or accepted as tv.Tarea y texto madelo: Las mejoras en el transporte piblico bajan, pero los billetes suben Las noticias han anunciado que ls biletes de todo tipo de transporte pibico van a subir de precio el proximo ‘mes. Escnibe un artieulo de opinién para el pericico local en el cual expresas tu punto de vista sobre este ‘asuto. Name ofthe ragacresa_| EL MUNDO LOCAL 25 de junio de 20... easing (ie) _| Las mejoras en el transporte puiblico bajan, pero los billetes suben Byfn (auth ine auton | oa Las autoridades locales acaban de anuaciar tr ubida en los blletes troduction de wansporte bio de la eudad. Esto comenzar cl praia mes, a pesar de que esta es a segunda sobida en el aba. Sin embargo, esta medida fendrirepercusiones en varios sectors ya que lo peor no es qu as taf suban, sno que las mejoras en el sistema sean as ineistentes En mi opin, hay varias rzones para oponerse esta nueva subi. En primer lugar, afecta,natralmente, os usuarios que a menudo tienen tuna cantidad tia de dinero para gastar en transporte Por supucet, que los cinicos dir “buena, que usen el coche Sin embargo, si muchos usuarios que han deja el coche en cl gua deci waver uilizatlo cso sigificaria mis congestia ycontaminacibn. Ngo qi, sin dada, la cvdad By: lar paragraps, developing ideas [En segundo lugar, est nueva subida no se justifia puesto que no solamente viene muy seguida de la anterior, sino gue no bi habide mejorss importantes en el servicio. Todos sabemos que los autobusesy trenes en parla sigue pro alas estos con eto y chases Por lo tanto, cabe preguntarse qué buenas noticias signifies para el. usuario esta nueva subida.;Veremos algén adeanto en el transporte? Pot jemplo, zmayor seguridad por la noche, mis impieza y mis puntualidad? ‘Bueno, como dice el retin, “softar no cuesta nada”, pero esta nueva Aecisida del Transporte Metropolitano s{ costars mi aed En conelusin, nose extra si ve mis coches por a ealle, pero mal esgraciadamente el precio dela gasolina también sube regularmente. Tl ver la solucin es sacar la biccleta del garaiey ponerse a pedaleae. 2 erPractica de redaccién | Tarea 1 Otra autopista para nuestra ciudad ‘Segin las noticias, las autoridades vials han decidido construi una nueva autopsta que pasaré por el medio {Ge Un parque famoso en la ciudad. Esctbe un articulo de opinién sobre esta decision, expresando tu punto evista sobre o6mo afectard ala comunidad, Tarea 2 La dicta saludable stds muy preocupado’a por la alimentacién poco sana que tianen tus compaeros de colegio. Esoribe un articulo para una revista estudiantilpromoviendo una cieta saludable, Pusdes mencionar algunas de estas, ideas: ‘Aigunos tipos de comidas saludabis y lo que cortlenen Lo que se debe beber Laimportancia del desayuno {Que se debe hacer si se qui seguir una dicta vegetariana Lanecesidadl de evita la comida basura Si quieres también puedes mencionar la eta mediterrénea. Puntos importantes: ‘Usa vocabuerio relacionado con los tos de comida y el contenido saludable dela comida. *Conjuga los verbos en 2* persona singuiar(/vos/usted) 0 plural (vosotros/ustedes). Puedes user formas negativas. ‘+ También puedes usar ta estructura con se. ‘area $ Los centros de acogida para animales ‘Seguin ls noticia, el ayuntamiento pionsa carrar el centro de acogida para animales que hay en tv barrio, Escribe un articulo de opinién para el peribdco local en el cual prasentas tu punto de vista sobre la importancia de este establecimiento y tu oposicién al clere dal mismo. Puades utizar los siguientes: ‘argumentos an cuanto alos servicios que ofece: + Recoge animales perdidos o abandonados. * Promuewe e cuidado responsable de mascotas y otros animales domésticos. * Ofrece adopcién de animales sanos y vacunacién gratis. No hay otro centro cerca ‘area 4 La importancia de practicar deportes En ls actualdad tanto @ padres como a mécicos y profesores les preocuns la selud de los jovenes, en particular ‘de aquslos que llevan una vida demasiade sedentaria.Escribe un articulo de opinién sobre la necesidad de promover los deportes en los colegios. Incluye algunos de los siguientes argumentos: ‘+ Laimportancia del ejercicio para mantenernos sanos. ‘= Los deportes como una ayuda para reduc el problema del sobrepeso, + Elbenefico de los deportes para combatir el estrés. +E pape! social de los deportes y su efecto en el bienestaraniico de los jovenes.Articulo informativo (crénica de noticias) i General identifiable features ‘+ Name of newspaper or magazine; date; place; ile of article; author (fictional name) + Content; register; style Definition COccasionaty, you will come across newspaper or magazine atcies that have an informative stye rather than ‘an argumentative form. The purpose ofan informative article (un artculo informative) i to report about a Current Issue, sometimes providing a final personal comment, but concentrating mainly on facts. Characteristics ‘+ Aninformative articlenews iter uses W-questions as a starting point © What? Que? © Who? 2Quién? © When? Cuéndo? © Where? —_¢Dénde? © How? como? Oo why? Por qué? + According to the Guis de Lengua & (2011: 82), tis type of article is called crtnica de noticias * In Spanish newspapers, plain news is succinctly presented in news items called noticias breves. However, in the majority of cases, newspaper news items appear as feature articles caled arcnicas, ‘where news content is commented on and apprised by journalists in order to guide the readers. * Information must be clear, intersting and as accurate 2s possibie. * The sequence of information must folow a logical pattern and be predictable * General information s presented as facts, examples, explanations, and sometimes, as statistics, Quotations and references can also be included. Linguistic features ‘+ Articles are mainly written in the present tense. I they refer to past events, they wal be writen in prasent Perfect, preterit, imperfect and plupertect. ‘+ Aninformative article has ingustic features related tothe description o the narrative. ‘+ Sentences in an informative article should be short, simple and easy to understand. ‘+ Impersonal expressions should be used, a5 well as sentences with se. Structure Present the topic by wnrting a couple of background statements. Use Qué, Quién, ‘Cuando and Dénde to establish the purpose of your article. Body ‘Wilte three separate paragraphs, developing your ideas and giving supporting deta. Dedicate each paragraph to a diferent aspect of the article's topic [Conctusion | ite a clesing statement, presenting your nl thoughts on the top.Tarea y texto modelo: Un artculo informativo sobre un viaje ‘Acabas de hacer un vie a un pueblo an la selva amazénica de Ecuador, Escrbe un articulo para la revista de tu colegio contando la experiencia y mencionando un accidents © problema que ocuré durante a ij. Vocabulario titi ia estadia/la T T ‘to move to; to zB stay Jissona [aie [rasiatne [Sens a eeeeee | oe ee eee condor ‘trasiado transfer sentrse mejor | to feel beter REVISTA ESCOLAR OPTIMA [28 ae septembre de, Headline (ie) ene Una gira por la selva amazénica Sine eutne) _Sehastiin del Cano. Quito, ee Muchos colegios onganizan viajes de intecambio para sus alumnos de idiomas extranjeros, in embargo, un colegio de Espaaba decid organizar Presenting the ‘uno con estadias originales: viajes a la selva amazénica en Ecuador. top Generalmente, una vez en Ecuador, los viajeros salen muy temprano de Ja capital, Quito, y toman el autobisinterprovincial hacia el pueblo de Tena. Normalmente, el viaje dura aproximadamente seis horas: primero hay que subir la Cordillera de los Andes y luego bajar ala selva. Después de llegar al pueblo de Tena, el grupo se traslada en minibis al hotel y se descansa un poco porque todos llegan muy cansados, Se slojan fen un hotel bastante e6mado, pero no lujoso. A la hora de almuerzo prueban platos exquisites, tipicos de la regi. EL aflo pasado tue Ta suerte de hacer unas de esas gis. Hicimos Body: tuna excursin en eanoa por elo y una caminata por la selva. La selva era eo ‘magnifica; se podia ver péjaros topcales y animales extratos. Los sboles Paragraphs tran muy grandes y las plantas verdes y con flores exes, Visiamos na ovlopng the aldea de indigenas donde nos mostraron cémo cazaban y hacian cestas para information Uevarfrutas. En a selva, hacia mucho calor y habia muchs humedad. El guia nos expic6 todo y fue muy divertdo y educativo. Al atardecer, regresamos al hotel donde nos esperaban con bebi frescas. Con mis compatieros comentamos que lo inico malo de esta excursion fue que habia muchisimes mosquitos. Me picaron los brazos y las piemas. ‘Cuando volvial hotel me picaba todo el cuerpo; estaba rojo como un tomate y me dolia Ia cabeza. El médico del hotel tuwo que darme un antihistaminico y, por suerte, luego me senti mejor. Conclusion Finalmente, volvt @ Quito muy feliz de haber participado en esta aventura, Recomiendo a todos mis campaiieros de colegio que visiten la selva ‘amazénica; pero que no se olviden de llevar repelente de insects, Final commentPractica de redaccién Tarea 1 Nuestro estilo de vida Una revista manicana quiere saber como vive los j6venes en tu pale. Escribe un articulo para expicar a tp de vida que llevdis dy tus compaferos. Manciona por lo menos tres de los temas siguientes: Educacion Trabajo a tiempo parcial Ternpo tre Tal6fonos moves 0 celular u otro ipo de tecnologia nueva preferida por los jovenes Problemas juvenies (por ejemplo: drogas, alcohol, relaciones con los padres) Tarea 2 Mi vile ideal scribe un articulo informativo pera la revista del colegio acerca del mejor vile que has hecho al edranjero. Si ro has wala nunca fuera de tu pals, escribe sobre una regién que has vistaco en tu pas, Incluye la siguiente informacion: Dos lugares de atraccionturistica que vistaste Comic tosca ‘ransporte que witzaste Dos actividades que hicist alt Termina el articuo disendo por que te gust6 al vijay s|aprendiste algo sobre ol ugar ofa gente que vive all, Tarea 3 Elia sin coche La ciudad donde vives ha declarado el préximo lunes “el cia sin coche”. Escrbe un articulo informative para |a revista del colegio contando en qué consiste este dla y por que se ha establecido. Menciona, ademés, cual {2 su propésio; es decr, qué se piensa lograr con este fa. Por ejemplo: + Descongestionar el trfico + Reducir la contaminacion + Alentar el ejrcci fico ‘Terminal aricuo cciendo cémo pueden contribu los padres de los alumnos de tu colegio a leva a cabo ste oa exitosamente, Tarea 4 Un festival famoso Esorbe un articulo para una revista de jovenes sobre un famoso festival que se realiza en tu ciudad, Describe él estval mencionando cuando y dénde se celebra,y qué hacen los j6venes ese cla. Para las actividades, puedes mencionar alguna de estas cosas: Destle de carrozas floats parade) Bailes por las calles; distraces (costumes) Feria de entretenimiontos (camava, fas) Puestos de comida (ood sta)(eerie Recto em MN ae) A Goneral identifiable features ‘+ Structure; content; register style ‘+ Layout with proper conventions of letter writing (see below and also the model) Definition ‘Aletter to the eller (arnt carla af uirector) is a forma type of letter that newspaper or magazine readers write {and send to the ecto in order to have them published. In the section "ietters tothe editor’, writers express their ‘prions regarding any issue of pubic interest Characteristics + Asa rue, letters to the editor are @ suitable medium to protest, praise, attack or defend a particular fact, station, or behaviour. Readers can use a letter to the editor to complain about something improper, dangerous o malfunctioning, to expose a problem, toa a concem, or to convey an opinion against orn favour of a controversial question. ‘+ letter to the editor nas the same layout as a formal eter (see exer), but we often ont see the ‘edited edition pubéshad inthe newspaper, which hes a simpler format. The essential characteristics aro as allows, Brief relevant title ‘Seftor Director: (manner of addressing the receiver of the letter) Body of the letter Signature (full name and surname of sender), City/ ‘town (where the sender writes from). | ‘+ Notmaly, the title will be wariten by the newspaper editor atthe time of publication. However, when | ‘you wre a letter tothe editor as an assessment task, you should include a relevant and catchy tle, tencapsuiating the topic of your lator. | ‘+ You should give your opinion or express your point of view, developing your arguments in a convincing | manne. Linguistic features ‘+ Formal and courteous language should always be used, even when complaining. ‘Remember that after the salutation, a colons used in Spanish + Use formal expressions to opan the letter. | 0 Elmotiva de micarta es. 2 _Leescnbe con referencia al artioulo.. OMe sorprende mucho. © Meha interesado muchésimo ol asunto de.*+ There are some useful expressions to put aoross your arguments, such as: ‘Sin duda alguna = Without a shadow of a doubt | Cabe preguntar si = One may ask whether Estd claro que = itis clear that Me parece que = It seems that Es evidente que = It is obvious that Es una verguenza = Itis a shame Evidentemente = Obviously En vista de = In view of | Structure Opening Formal salutation = Introduction ‘Suocinctly state the purpose of your letter (your main idea): that Is, express the main dea or ideas that you hope to defend through coherent arguments, Body Give supporting information by developing arguments, explaining and giving ‘examples. Indicate the reasons to defend or attack an idea. ‘Conclusion Round off the message by asking for or announcing an action. “Then, sign of at the end with your name and surname, followed by the town andor city where you ve "Note: Ifyou are not sure how to present your Carta al rector de un pariaico orf the examination paper does ‘ot spect the type of format (newspaper eclted version or original letter), it would be recommendable to folow ‘he conventions of a formal ter, incorporating all the elements of such a eter,Tarea y texto modelo: Usar scribe una carta al director Madi ‘et transporte plico 0 no? Fd un periéico para expresar tu opnién sobre la congestion del trtioo en Tie Salutation Introduction: Purpose ofthe | letter Body: Paragraphs with ‘arguments, Conclusion: ‘Asking fraction Signatur suburb cy el transporte pablico 0 no? Sefior Director: EI propésito de la siguiente es expresar mi desesperacién por la ‘congestin del trifico madrilero. Mi dilema cada mafana como motorista es: {uso el coche o no? Sé que ira trabajar en coche supone ahorro de tiempo y ‘energias, aunque no de dinero. ‘Una de las razones que, personalmente, me empuja a querer usar el ‘transporte piblico es mi deseo de contibuir la descongestién de las careteras, ‘yaa descontaminacién urbana, Sin embargo, qué sucede con los ransportes ‘en Madrid? Es verdad que quizis no sean tan caros como en otros paises de Europa, pero son ineficientes, lentos e ine6modos. ‘Todos los que pagamos impuestos quisiéramos ver adelantos en el ‘terreno de los transports piblicos, de modo que sean utlizados por un mayor riimero de pasajeros y asl se mejoren las condiciones ambientales de nuestra ciudad. Por lo tanto, hago un llamado a los encargados de los sistemas de transporte para que mejoren sus prestaciones, ofreciendo servicios regulares Y puntuales; con vagones (y autobuses) limpios y eémodos. También quisiera aprovechar esta oportunidad para solicitar a las autoridades municipales que tengan a bien construir mis cariles para las bicicetas. Numerosos viajeros saan este método de transporte si existieran vias adecuadasy segura Espero que las autoridades competentes consideren las. medidas sugeridas, pues estas ayudarian a que nuestra ciudad estuviera. menos contaminada y fuera més placentera para vivir. (Juan Martinez Ruiz, Lavapiés, Madrid)Préctica de redaccién Tarea 1. jApaguen los teléfonos! ‘Te molesta mucho la falta de consideracion de los usuarios del metro con respecto al uso de os talons rmdvies 0 cellars. Escribe una carta al director del periédico "B Giobo" para quejarte de los malas modales alos duerios de teléfonos y su préctca de gritar mientras hablan. Punto importante: Puedes termina plaiendo accion de parte de las autoridades del metro 0 estableciendo de forma iénica la maida que tt piensas tomar a proxima vez que ocurra aigo similar. Tarea 2 jEs el colno! Has initado @ unos amigos que estan de visita en Madrid a comer pala en un rostaurante, Eeperabas pasar un buen rato, par desgraciadamente habs tenido una mala experiencia, EuaS al servicio en el restaurante ha sido muy malo, Escribe una carta al director del periédico para cornentar sobre lo ccurigo, Puedes ‘argument lb siguiente: ‘+ Lammata impresién que esto causa a ls tristas. ‘+ El desprestigio para a gastronoma espaol, ‘+ Aruina le oportunidad de cstrutar de una buena cena. Tarea 3 ,Solamente para huéspedes sin niftos? ‘Acabas de leer en un folletoturistico que el hotel donde tu fail ytd pensabals alojaros durante wuestras| ‘vacaciones en Malaga no admitenfios. Estés muy decepconado/a con la actitud del hotel, pues crees que es luna mala idee cisceminar contra as familas con nfs. Escribe una carta al director del periédice local pera ‘expresar tus ideas sobre este asunto, Pusdes utlizar los siguientes argumentos: + Es dscriminatoro. * Es injusto penalzar a as fails con nis. * Causa problemas a los turistas si no conocen estos regiamentos, + Disminuye les oportunidades hoteleras para as farilas. Tarea 4 Demasiada contaminacién Estés muy preocupado‘a por una fébrca en tu barrio que vierte sus desechos en elo local. Escrbe una earta al director del periédico local para protestar sob esta stuacion. Puedes incl los siguientes argumentos: ‘+ Agua sucia:no se puade nadiar en oli. ‘Agua contarrinada: peces muertos; pescadores afectados. ‘Produce mal ole.eC RCL General identiable features + Structure; content; register style ‘= Formal layout Definition ‘A formal letter (unit carta formal a teas uf connunication used n business or commercial transaction. Itis alsa used in corespondence rleted to the normal operations of schools, clubs or work. The general pubic se formal eters to put forward proposels or requests. Characteristics ‘+The writing is task-oxented rather than personal or artistic. ‘+ The purpose of business laters may be to offer goods, make complains, place orders, request Information, ask for help. on a community issbe, etc + Formal letters written by the general pubic include: job and scholarship application, reservation letters tohotes, letters to travel agents asking for travel packages, etc. + Theinformation must be expressed in a wal-organized, clear and objective manner. + Aformal letter must show no emotion or affection, but must be convincing and courteous. +The sender and racalver adresses are optional in formal etter written forthe assessment Linguistic features + The language must be practical: clear, simple and tothe point. + Its important to avoid speting mistakes. * Careful attention must be paid to agreement: letters addressed to a company must be addressed in lal ‘+ Tho salutations, closing, and farewell folow set conventions. Remember that alter the salutation, a colon is used in Spanish (). Formal form of addressing and setting out ofthe written communication is used when wntng to companies, stores, banks, organizations, councils and government departments. You can also wits formal or seri-formal Jette when making requests to parents of fiends. Opening/Encabezamiento | Estilo formal Buenos Aires, 3 de enero de 20. | Distinguidos sefiores: Important point: Lear to write the date in Spanish propety, ast isnot consiGered pole to wrt it in numbersEstilo formal, pero més personal Melbourne, 4de mayo de 20., Estimada Sra, Rosas Salutation, closing and farewell/Saludo, cierre y despedida Een) or | [Estas senorevas:| | Si are pare Alentarent, | [Distinguidolat) serioresvas. || n espera de su respuesta, Le saludaatontamente, | yan etna) | En espera de su consideracién, | | Se despide de Ud. | [(2)De su consideracion: | Agradeciéndoie) sv ation, | |stomament, [Note (1) The frm Muy soioes msi alincusive; thus, tis vedi he receivers othe ter nk both mae and fea persons (2) Use the formula De su consideracién, if you are in doubt about who the receiver of the ltr i, Expressing the purpose of the letter/Para expresar el propésito de la carta pede un favor (aka tavou) i soit formacion (ask for normation hacer une reserva (ak reservation z ~ |presentar una queja sobre... {to complain about...) ssolicitar el libro de espariol Inlingua | (request the text Inlingua) dar mi opinién sobre el tema de... _| {offer my opinion about the topic of...) |____|sofetarefpuesto de rabajo que | apay forte job ofored in the MMe dro austed \pera | aparece ene persceo newspaper = intormare sore. {eorm you) Giving thanks/Para agradecer ie agradexco | sucarta ness te coy las gracias por Auras pare aracecore ay [scone letra Palabras Other forms/Otras férmulas [a nuestra conversacion | del 15 de agosto {con respecte bg Expressing regret/Para disculparse Lo siento (mucho) Disculpe(n) [por no haber contestado por no haberies) escrito antes Perdone(o) Por no haber ido este veranoOther forms of request/Para solicitar informacion Le agradeceria fH ne puta evar me puss eva. oat, por ar enviar, cocina. contre frosrva ; te enna. me enviar. des meer oo ‘me die... imperfect subjunctive) 3 re envio. (resent subjunctive) fone ee me dig. CComplaints/Para presentar quejas ( reclamaciones) a SSB TI. Espero nos devuelvan ‘parte del dinero ‘Le pedimos que. (present subjunctive) | el dinero de los billetes Quisiera, por favor, ‘el reemboiso del dinero (a refund) Le mriecotines a Enclosures/Material adjunto ‘Then, signoff atthe end with your name and surname. [una factura/un recibo (an invoice/a receipt) Ray tun cheque de 300 euros (a cheque for.) tun sobre para la respuesta {an envelope for your answer) Jos billetes para su viaje {your travel tickets) Structure ‘Opening Place (where you are writing from) and date = Formal salutation = || Introduction ‘After an appropriate salutation, succinctly state the purpose of your letter; ie, what / 'you expect to achieve or the outcome you want. Body Write two to three separate paragraphs; include the necessary information, ‘according to the purpose of your writing. Dedicate each paragraph to a different aspect of the lette’s topic, Conclusion ‘Round off the message by asking for confirmation or thanking for their attention.Tarea y texto modelo: Cémo hacer una reserva scribe una carta formal para hacer a reserva de uni habitacion an un hotel, Da todos los detalles neceseros.. Asise dice: * Tike to book a single room. withiwithout a bbathroom/with a shower .para el fin de semanalpare tres dias weekend/for three nights ‘= Una habitacién exterioricon vista al maricon|* A.oom witha view/with a sea viewiwvith @ balodn Ps baloony a | |e para ef 10 de marzo — | [er edesce of 16 hasta el 30 de marzo | |e zinoluye impvestos? for the 10th of March from the 16th to the 30th of March oes it include tax? Uh hotel de preva Capo ‘Ait lass hotel z + Mecia pension at bre es ensin completa Fullboard Le rogo Gus me cote Pease conf Senders Mis Caro Wison res 18 Venture St. Metboure, Vitoria, ‘Asati = 3000 receivers St Director ress Hote Palacio, Playa Dorada, 405 Valencia, Espa cmon Melbourne, 25 de julio de 20, Introduction ——}~ Estimado sefior: tbupose El motivo de esta carta es solctr Ud Ia reserva de una habitaciin dobe, on bato complet y regimen de media pension [Necesiaé a habtacién desde el sibado 28 de agosto proximo hata cf 13 de septembre inclusive. Adams quisiera saber st su Roel ene las ety weevesd_| | Siguintestcldads: piscina, aparcamienoy sire acondicionado as come fl povio del habitcion Leruego que me cone a reserva lo antes posible. hed oe En espera de una pronta respuesta, rowel} ada uy atentament, Signature rat 1 Care WisenTarea y texto modelo: Gémo hacer una reclamacion Escrve una carta formal para hacer una reclarmacién sobre un producto que recientemente has comprado en una tienda y que est falado, Da todos los deals necesaros aa 27600 Madrid St Director acelver Libera Los libros, actress CiZamora 39 37002 Salamanca Cis, Date Madrid $ de mayo de 20, Salutation _} _stimado sefior: Inoduction Me rijoa Ud. para presenta unareclamacin sobreun producto quehe ‘ouposey ‘comprado en su tienda el eual, desgraciadamente ha resultado insatisfatoro. Lasemana pasada compré un atlas tulad “Atlas Mundial Moderno”, cuyos autores sone! Equipo Geogrifico Espcializado.Pagué 50 euros por el dy (request ails, Sin embargo al recibirio medi cuenta quel falaban 5 piginas. Me agradaria poder recibir una copia nueva def atlas, en buenas condiciones, porsupuest,yaquelonecesito params studios. Delo contaro, cioaag He serdesei un rumba del dinero pagado por el product. SE Bnespea de una rot expen, or ‘Le saluda muy atentamente, Sinatue ——- Tuan dela Resa Ps. PD. Desafortunadamente, no recuerdo el nombre del dependiente que me atendi pero le adjunto el recibo y el libro fallado.Practica de redaccion Tarea 1 Quisiéramos alquilar un piso “Tus amigos td quer alquilar un piso amuebiado para pasar vuestras vacaciones en Barcelona. El piso bene que servir como centro para visita a ciudad y la costa proxima. Escribe una earta a una agencia Inmobiliaria, de Barcelona pidienco informacion sobre pisos. Espectica las habitaciones, mules y servicios que neces area 2 Deseariamos usar 6! club [Tus amigos yt quer usar las instalaciones del club de ovenes cerca de tu casa para hacer una festa de fn de somesire. Escre una carta ala directora del club para pedir uso del cub el préximo fn ca semana, Incluye la siguiente informacion: + Fecha y durecién de la festa. + Por qué necestas las instaaciones del club, + Quisnvaa asstiry si va a haber supenision. *Termina la carta asegurando a la drectora que vais a lmplar todo al nal. Tarea 3 Una reclamacién 0 quela ‘Acabas de comprar un producto (un equipo de mosica, un reproductor de mp3, un reicj Gaspertador u otra ‘cosa y no estas conforme con él. Escibe una carta a Comercial “La Répida” para hacer la reclamacién det dinero 0 el envio de un producto nuevo, Asi se dice: {0 retum (something) 10 refund money to-send to replace Tarea 4 Otra reclamacion 0 quela Durante tus vacaciones en Espatia has percido tu cémara fotografica, Escibe una earta al hotel donde cress haber dojado para solictar su devolucién sila encuentran, Incuye la siguiente informacén: Fecha y lugar exacto de la perc, DDescripcion de a cémnara: marca, caracteristicas, col, tamafo y valor. Solita que busquen la cémara y te informen del esuttado de la averiguacion. Disouipate por tu fata de culdado.ecm Our General identifiable features ‘+ Layout with proper conventions of letter writing (see below and also the model) ‘+ Structure; content; register; style Definition In order to got along with othor pooplo, we normally communicate oral by speach and gestures. Personal interaction is not only pleasurable, but also plays a crucal ole in a cooperative exstence within soci, ‘letter (na carta) is a witen version ofthat personal interaction. (Characteristics ‘+The letter has a clear audience, so a salutation is essential. ‘= Inthe same way as in a conversation you try to please and intrest the person you ae talking to. A ‘formal or informal eter must address the audience poly ‘+The language I informal, but you must maintain a friendly relationship, avoiding vulgarity or slang. ‘© You should refer, throughout the Iter, to the person to whom you are writing. However, since ths a personal eter, do not include the recipient's address, nor the writer's adcress, ‘+ Ifyou want to include @ PS, write PD. (oostdata), Linguistic features Use tdives and corresponding verbal forms to address family, ands, and felow students Use Usted (Ual) to a friend's parents/teacher—but do not use the formal letter format. ‘Learn appropriate closing and farewells for such peopl. FRamember that after the salutation, a colon is used in Spanish (). ‘The verbal forms used in a llter depend on the content. | (© Present tense is used 1 refer to everyday activites or to something you are doing now fn that ‘cage, you can also use present progressive). (© Present perfect is used to reer to activites recently done. (© Preterte and imperfect are used to tll about past activites. (© Future and future expressions fra + INF) are used to rake plans and express future evens, Layout: Informal letters, postcards, emails and faxes Informal form of adcressing and setting out of the waten communication is used when wating to fiends, relatives, and parents of your pentiands Opening/Encabezamionto City and date (Ciudad y fcr po tlage, ce may de Querido Pedro/ Querida Susana. _3Cimo estds? Yo estoy bastante bienQuerdora amigo ‘Apreciadoa amigo/a Querido Fernando: [Mi queria Mare Hol, Guilermot Starting/Cémo comenzar la cara, e! fax 0 el correo electrénico Cio ests? Espero que ben Giving thanks/Para agraciocor To agradezco wear me Te doy ls gracias por |tu postal Algunas ara agradecere Gracias por tu come electrnico paebres Other forms/Otras formulas recibir tu cartal aside Bien fenernotcies tyast__| |ESP®OQU2 | emia i ests bien Purpose of the message/Para indicar el propésito de! mensaje ] invite (iota yoo) contate (el you) saticare (great you) seule (epovosize) Toeserbo seal sugerite (suggest to you) pedite un favor (esk you a favour acoptar tu invitacion (accept your invitation) rte buenas noticias (el you the good news) Making plans/Planes y propésitos ‘ral eeropuerio pce P salir de Compras escuchar misica volora casa Plenso/Pensamos ‘raia dscoteca EsperorEsperamos ato ecu ‘alojamos en un albergue joven vistare! Museo del Prado