Tipo Narrativo – Biografía
Se caracterizan porque narran o relatan un hecho histórico, un acontecimiento, una cadena de eventos o mencionan hechos en orden cronológico relacionados con un tema.
Los elementos que caracterizan a este tipo de texto son:
– Predominio de los verbos en pasado
– Presencia de las fechas que señalan en qué tiempo o momento ocurrieron los hechos.
– Uso frecuente de conectadores que indican secuencia temporal, tales como: when, then, after, later, during, meanwhile, as son as, at the beginning, at the end, finally, etc.
Andy Warhol
Andrew Warhola (August 6, 1928 – February 22, 1987), more commonly known as Andy Warhol, was an American painter, printmaker, and filmmaker who was a leading figure in the visual art movement known as pop art. After a successful career as a commercial illustrator, Warhol became famous worldwide for his work as a painter, avant-garde filmmaker, record producer, author, and public figure known for his membership in wildly diverse social circles that included bohemian street people, distinguished intellectuals, Hollywood celebrities and wealthy aristocrats.
Warhol has been the subject of numerous retrospective exhibitions, books, and feature and documentary films. He coined the widely used expression “15 minutes of fame.” In his hometown of Pittsburgh, Pennsylvania, The Andy Warhol Museum exists in memory of his life and artwork.
The highest price ever paid for a Warhol painting is $100 million for a 1963 canvas titled Eight Elvises. The private transaction was reported in an article in The Economist, which described Warhol as the “bellwether of the art market.” $100 million is a benchmark price that only Jackson Pollock, Pablo Picasso, Gustav Klimt and Willem De Kooning have achieved.
Andy Warhol was born in Pittsburgh, Pennsylvania. He was the fourth child of Ondrej Warhola and Ulja, whose first child was born in their homeland and died before their migration to the U.S. His parents were working-class immigrants from Miková, in northeastern Slovakia, then under the rule of Austro-Hungarian Empire. Warhol’s father immigrated to the US in 1914, and his mother joined him in 1921, after the death of Andy Warhol’s grandparents. Warhol’s father worked in a coal mine. The family lived at 55 Beelen Street and later at 3252 Dawson Street in the Oakland neighborhood of Pittsburgh. The family was Byzantine Catholic and attended St. John Chrysostom Byzantine Catholic Church. Andy Warhol had two older brothers, Ján and Pavol, who were born in today’s Slovakia. Pavol’s son, James Warhola, became a successful children’s book illustrator.
In third grade, Warhol had chorea, a nervous system disease that causes involuntary movements of the extremities, which is believed to be a complication of scarlet fever and causes skin pigmentation blotchiness. He became a hypochondriac, developing a fear of hospitals and doctors. Often bed-ridden as a child, he became an outcast among his school-mates and bonded strongly with his mother. When in bed he drew, listened to the radio and collected pictures of movie stars around his bed. Warhol later described this period as very important in the development of his personality, skill-set and preferences.
His first one-man art-gallery exhibition as a fine artist was on July 9, 1962, in the Ferus Gallery of Los Angeles. The exhibition marked the West Coast debut of pop art. Andy Warhol’s first New York solo Pop exhibit was hosted at Eleanor Ward’s Stable Gallery November 6-24, 1962. The exhibit included the works Marilyn Diptych, 100 Soup Cans, 100 Coke Bottles and 100 Dollar Bills. At the Stable Gallery exhibit, the artist met for the first time John Giorno who would star in Warhol’s first film, Sleep, in 1963.
It was during the 1960s that Warhol began to make paintings of iconic American products such as Campbell’s Soup Cans from the Campbell Soup Company and Coca-Cola bottles, as well as paintings of celebrities such as Marilyn Monroe, Elvis Presley, Troy Donahue, Muhammad Ali and Elizabeth Taylor. He founded “The Factory”, his studio during these years, and gathered around himself a wide range of artists, writers, musicians, and underground celebrities. He began producing prints using the silkscreen method. His work became popular and controversial.
Among the imagery tackled by Warhol were dollar bills, celebrities and brand name products. He also used as imagery for his paintings newspaper headlines or photographs of mushroom, clouds, electric chair, and police dogs attacking civil rights protesters. Warhol also used Coca Cola bottles as subject matter for paintings.
Warhol died in New York City at 6:32 a.m. on February 22, 1987. According to news reports, he had been making good recovery from a routine gallbladder surgery at New York Hospital before dying in his sleep from a sudden post-operative cardiac arrhythmia. Prior to his diagnosis and operation, Warhol delayed having his recurring gallbladder problems checked, as he was afraid to enter hospitals and see doctors. His family sued the hospital for inadequate care, saying that the arrhythmia was caused by improper care and hyper hydration
Fuente: http://en.wikipedia.org/wiki/Andy_warhol
Análisis
En el presente texto pudimos encontrar las siguientes características de la tipología:
– Predominio de verbos en pasado:
Ejemplo:
1.- Warhol became famous worldwide for his work as a painter (L4)
2.- Andy Warhol was born in Pittsburgh (L18)
3.- Warhol’s father worked in a coal mine (L24)
– Presencia de fechas que señalan en qué tiempo o momento ocurrieron los hechos:
Ejemplo:
1.- July 9, 1962 (L39)
2. – in 1963 (L45)
3.- at 6:32 a.m. on February 22, 1987 (L59)
– Uso frecuente de conectadores que indican secuencia temporal, tales como: when, then, after, later, during, meanwhile, as son as, at the beginning, at the end, finally, etc.
Ejemplo:
1.- After a successful career as a commercial illustrator, Warhol became famous worldwide for his work as a painter, avant-garde filmmaker, record producer, author, and public figure known for his membership in wildly diverse social circles that included bohemian street people, distinguished intellectuals, Hollywood celebrities and wealthy aristocrats. (L3)
2.- after the death of Andy Warhol’s grandparents. (L23)
3.- When in bed he drew, listened to the radio and collected pictures of movie stars around his bed. (L35)
4.- Warhol later described this period as very important in the development of his personality, skill-set and preferences. (L36)
5.- It was during the 1960s that Warhol began to make paintings of iconic American products such as Campbell’s Soup Cans from the Campbell Soup Company and Coca-Cola bottles, as well as paintings of celebrities such as Marilyn Monroe, Elvis Presley, Troy Donahue, Muhammad Ali and Elizabeth Taylor. (L46)
También se consiguieron los patrones retóricos:
Causa – efecto: Ejemplo:
1.- His family sued the hospital for inadequate care, saying that the arrhythmia was caused by improper care and hyper hydration
Agrupación: Ejemplo:
1.- His first one-man art-gallery exhibition as a fine artist was on July 9, 1962,
Texto descriptivo – Cuento corto
Se caracterizan porque mencionan de manera detallada las características de personajes, objetos, fenómenos, hechos y acciones. Entre las más importantes de este tipo de texto tenemos:
– Uso del verbo to be
– Presencia de una gran cantidad de adjetivos y adverbios
– Uso (en algunos casos) de preposiciones de lugar y ubicación
– Predominan los verbos en presente simple, aunque también podrían aparecer en pasado.
– Algunos textos inclusive puede dibujarse
High and Lifted Up
It was a windy day.
The mailman barely made it to the front door. When the door opened, Mrs. Pennington said, “hello”, but, before she had a real chance to say “thank you”, the mail blew out of the mailman’s hands, into the house and the front door slammed in his face. Mrs. Pennington ran to pick up the mail.
“Oh my,” she said.
Tommy was watching the shutters open and then shut, open and then shut.
“Mom,” he said, “may I go outside?”
“Be careful,” she said. “It’s so windy today.”
Tommy crawled down from the window-seat and ran to the door. He opened it with a bang. The wind blew fiercely and snatched the newly recovered mail from Mrs. Pennington’s hands and blew it even further into the house.
“Oh my,” she said again. Tommy ran outside and the door slammed shut.
Outside, yellow, gold, and red leaves were leaping from swaying trees, landing on the roof, jumping off the roof, and then chasing one another down the street in tiny whirlwinds of merriment.
Tommy watched in fascination.
“If I was a leaf, I would fly clear across the world,” Tommy thought and then ran out into the yard among the swirl of colors.
Mrs. Pennington came to the front porch.
“Tommy, I have your jacket. Please put it on.”
However, there was no Tommy in the front yard.
“Tommy?”
Tommy was a leaf. He was blowing down the street with the rest of his play-mates.
A maple leaf came close-by, touched him and moved ahead. Tommy met him shortly, brushed against him, and moved further ahead. They swirled around and around, hit cars and poles, flew up into the air and then down again.
“This is fun,” Tommy thought.
The maple leaf blew in front of him. It was bright red with well-defined veins. The sun-light shone through it giving it a brilliance never before seen by a little boy’s eyes.
“Where do you think we are going?” Tommy asked the leaf.
“Does it matter?” the leaf replied. “Have fun. Life is short.”
“I beg to differ,” an older leaf said suddenly coming beside them. “The journey may be short, but the end is the beginning.”
Tommy pondered this the best a leaf could ponder.
“Where do we end up?”
“If the wind blows you in that direction,” the old leaf said, “you will end up in the city dump.”
“I don’t want that,” Tommy said.
“If you are blown in that direction, you will fly high into the air and see things that no leaf has seen before.”
“Follow me to the city dump,” the maple leaf said. “Most of my friends are there.”
The wind blew Tommy and the maple leaf along. Tommy thought of his choices. He wanted to continue to play.
“Okay,” Tommy said, “I will go with you to the dump.”
The winds shifted and Tommy and the leaf were blown in the direction of the city dump.
The old leaf didn’t follow. He was blown further down the block and suddenly lifted up high into the air.
“Hey,” he called out, “the sights up here. They are spectacular. Come and see.”
Tommy and the maple leaf ignored him.
“I see something. I see the dump.” The old leaf cried out. “I see smoke. Come up here. I see fire.”
“I see nothing,” the maple leaf said.
Tommy saw the fence that surrounded the city dump. He was happy to be with his friend. They would have fun in the dump.
Suddenly, a car pulled up. It was Tommy’s mom. Mrs. Pennington wasn’t about to let her little boy run into the city dump.
“Not so fast,” she said getting out of the car. “You are not allowed to play in there. Don’t you see the smoke?”
Tommy watched the maple leaf blow against the wall and struggle to get over. He ran over to get it but was unable to reach it.
Mrs. Pennington walked over and took the leaf. She put it in her pocket.
“There,” she said, “it will be safe until we get home.”
Tommy smiled, ran to the car and got in. He rolled down the back window and looked up into the sky. He wondered where the old leaf had gone. Perhaps one day he would see what the old leaf had seen – perhaps.
Fuente: http://www.eastoftheweb.com/short-stories/UBooks/HighLift.shtml
Análisis
En el presente texto pudimos encontrar las siguientes características de la tipología:
– Uso del verbo to be:
Ejemplo:
1.- Life is short (L35)
2.- I will go with you to the dump (L49)
– Presencia de una gran cantidad de adjetivos y adverbios
1.- It was a windy day (L1)
2.- and then chasing one another down the street in tiny whirlwinds of merriment. (L16)
3.- He wondered where the old leaf had gone. (L71)
– Uso (en algunos casos) de preposiciones de lugar y ubicación
Ejemplo:
1.- The mailman barely made it to the front door. (L2)
2.- Outside, yellow, gold, and red leaves were leaping from swaying trees, landing on the roof, jumping off the roof, and then chasing one another down the street in tiny whirlwinds of merriment.
– Predominan los verbos en presente simple, aunque también podrían aparecer en pasado.
Ejemplo:
1.- It was a windy day. (L1)
2.- Tommy, I have your jacket (L22)
Textos instruccionales, procedimentales o regulativos – Manual
En este tipo de texto el propósito del autor es controlar la conducta del lector, indicando a través del uso de verbos en modo imperativo cómo comportarse o cómo llevar a cabo un proceso. Para obtener un producto determinado, como es el caso de aquellos textos donde se dan instrucciones. La característica predominante de este tipo de texto es:
– Uso de los verbos en modo imperativo, aunque en algunos de los casos puede aparecer el pronombre personal “you” antes del verbo.
– Uso de conectores que establecen una secuencia lógica de orden
– Enumeración
– Pueden aparecer formas negativas como “Don’t”
– Dibujos o gráficos
SETTING THE BRAKE
Make sure that your car is in Park or Neutral, and that the parking brake is firmly set.
NOTE: Some vehicles have an automatic release on the parking brake when the gear shift lever is removed from the PARK position. This feature must be disabled when it is necessary (for testing) to have the parking brake engaged
when in the DRIVE position. Refer to your vehicle service manual for more information
HOT SURFACES
Avoid contact with hot surfaces such as exhaust manifolds and pipes, mufflers (catalytic converters), radiator and hoses. Never remove the radiator cap while the engine is hot, as escaping coolant under pressure may seriously burn you.
SMOKING AND OPEN FLAMES
Never smoke while working on your car. Gasoline vapor is highly flammable, and the gas formed in a charging battery is explosive
BATTERY
Do not lay tools or equipment on the battery. Accidentally grounding the “HOT” battery terminal can shock or burn you and damage wiring, the battery or your tools and testers. Be careful of contact with battery acid. It can burn
holes in your clothing and burn your skin or eyes. When operating any test instrument from an auxiliary battery, connect a jumper wire between
the negative terminal of the auxiliary battery and ground on the vehicle under test.
When working in a garage or other enclosed area, auxiliary battery should be located at least 18 inches above the floor to minimize the possibility of igniting gasoline vapors
HIGH VOLTAGE
High voltage — 30,000 to 50,000 volts — is present in the ignition coil, distributor cap, ignition wires and spark plugs. When handling ignition wires while the engine is running, use insulated pliers to avoid a shock. While not lethal, a shock may cause you to jerk involuntarily and hurt yourself.
JACK
The jack supplied with the vehicle should be used only for changing wheels. Never crawl under car or run engine while vehicle is on a jack.
SIX (6) VOLT ELECTRICAL SYSTEMS
Follow the steps listed below to use your timing light on vehicles equipped with six (6) volt electrical systems. A twelve (12) volt battery is required. This can be any automotive, or motorcycle battery.
1. Connect the RED clip from the timing light
to the positive (+) terminal of the twelve
(12) volt battery.
2. Connect the BLACK clip from the timing
light to the negative (-) terminal of the
twelve (12) volt battery.
3. Obtain a jumper wire (minimum wire size l8
AWG).
4. Connect one end of the jumper wire to the
negative (-) terminal of the twelve (12) volt
battery.
5. Connect the other end of the jumper wire to
a clean, secure ground on the vehicle under
test. The jumper wire must go to ground
on the vehicle regardless of whether the
vehicle is a positive (+) or negative (-)
ground system.
6. Connection to the number one (1) spark
plug and remaining procedures are the
same as described later in this manual.
ENGINE PREPARATION FOR TIMING
In order for any engine to be base (initially) timed correctly, it is important to carefully follow the instructions as shown on the Vehicle Emission Control label. This label is located under the hood in the engine compartment.
Some typical locations are: the underside of the hood, the fender well, a valve cover, or in the area of the hood latch.
Fuente: http://www.tradervar.com/DC%20Power%20Timing%20Light%20CP7520_english.pdf
Análisis
En el presente texto pudimos encontrar las siguientes características de la tipología:
– Uso de los verbos en modo imperativo, aunque en algunos de los casos puede aparecer el pronombre personal “you” antes del verbo.
Ejemplos:
1.- Connect the RED clip from the timing light to the positive (+) terminal of the twelve (12) volt battery. (L40)
2.- Obtain a jumper wire (minimum wire size l8 AWG).(L46)
– Enumeración
Ejemplos:
1.- 1. Connect the RED clip from the timing light to the positive (+) terminal of the twelve (12) volt battery.(L40)
2.- 2. Connect the BLACK clip from the timing light to the negative (-) terminal of the twelve (12) volt battery.(L42)
– Pueden aparecer formas negativas como “Don’t”
Ejemplos:
1.- Never remove the radiator cap while the engine is hot. (L10)
2.- Do not lay tools or equipment on the battery. (L17)
También, se consiguieron los siguientes patrones retóricos:
Causa – efecto : Ejemplo:
High voltage — 30,000 to 50,000 volts — is present in the ignition coil, distributor cap, ignition wires and spark plugs. When handling ignition wires while the engine is running, use insulated pliers to avoid a shock. While not lethal, a shock may cause you to jerk involuntarily and hurt yourself. (L29)
Textos dialogales – Cuento corto
El propósito del autor en este tipo de texto es reflejar un diálogo o comunicación, una interacción entre un emisor y un receptor, o un intercambio de ideas entre dos o más personas. Los elementos que caracterizan este tipo de texto son:
– Presencia de diálogos
– Emisor y receptor se dirigen el uno al otro por sus nombres
– Uso de signos de puntuación, tales como: guiones, exclamación, interrogación.
– Dibujos o caricaturas (cuando se trata de historietas)
– Globos u óvalos que muestran la interacción de los participantes en el diálogo
– Uso de un lenguaje común o sencillo.
Toys For a Big Boy
Ronit Subramanian was seven years old and he was the tallest student in his class. It made him feel very proud. But when he remembered some of the things he used to do as a small kid, he felt a little shy. He wished his mother would not tell those stories to her friends again and again.
Last week his mother’s old school friend had come to see her. They were meeting after 10 years. Ronit was just back from school but his ears pricked up when he heard his mother say in that goofy tone, “You know what my Ronit used to do as a baby? He used to think everything and everyone was a part of the Subramanian family. So he would call the refrigerator ‘frig Subramanian. And he would call the doggy that curled up on our doormat outside ‘doggy Subramanian’”. Ronit heard his mother’s friend say, “cho chweeeet” and he ran out of the house – without any lunch. “I wish mother would not do these things,” he said for the thousandth time.
That evening his mother showed him the toys and games her friend had got for him. One stuffed dolphin and a game of blocks. Ronit got angry. “These are kids toys, kids toys and games. I am a big boy now. My hero is Spiderman. That’s the toy I want for my birthday this year. Spiderman and the spray that makes the spider web.”
“Are you saying you no longer want your favourite stuffed toy – pepper the doggy?” Ronit’s mother asked. “I don’t want kids toys, I don’t want kids toys and games any more. I am a BIG BOY,” Ronit shouted. ‘Okay, okay, we heard you,” said his parents.
A month later, Ronit’s parents bought him a Spiderman kit for his eighth birthday. They bought him a Spiderman T-shirt and trousers, a shiny Spiderman toy and a glove with a spray bottle attached to it. “Wear the glove and then press the spray button. It will make a web pattern on the wall, Ronit’s father said. Ronit, and even his father, were so excited with the spray that they used it again and again to see who could make a bigger web! There was even a Spiderman cake.
After his friends left, Ronit opened up each gift package. Yesssss! He was a big boy now. He had got so many presents of toys and games and they were all for big boys. He especially like a Lego set that made a battery-powered robot, a snazzy car racing video game, and, best of all, a cool skateboard. Ronit went to sleep clutching the Spiderman. You see he had decided he no longer wanted his favourite stuffed toy, Pepper doggy.
As soon as his head hit the pillow Ronit fell asleep. He now slept in a room of his own. A room with sunny yellow walls. But until yesterday, he had gone to sleep clutching Pepper doggy’s ear. The softness of the toy always made him happy. But Spiderman was a metal toy. It was cold to touch. At night, as Ronit’s blanket slipped down the bed, the cold metal of Spiderman poked him. Ronit dreamt that he was being chased by icy monsters who were out to freeze him into a statue. In his dream he shouted for Pepper. Not finding Pepper, woke up screaming crying.
His mother heard him whimper and came rushing into his room. “I want Pepper. He is my friend. Big boys also have doggy friends” cried Ronit. Pepper has crept back into Ronit’s bed. Every night, Ronit and Pepper have a new adventure. In his dreams, Ronit sees Pepper in a Spiderman outfit. Isn’t that cool?
Fuente: http://www.pitara.com/talespin/stories/online.asp?story=145
Análisis
En el presente texto pudimos encontrar las siguientes características de la tipología:
– Presencia de diálogos
Ejemplos:
1.- “You know what my Ronit used to do as a baby? He used to think everything and everyone was a part of the Subramanian family.(L7)
2.- “These are kids toys, kids toys and games. I am a big boy now. My hero is Spiderman. That’s the toy I want for my birthday this year. Spiderman and the spray that makes the spider web.” (L16)
– Emisor y receptor se dirigen el uno al otro por sus nombres
Ejemplos:
1.- “Are you saying you no longer want your favourite stuffed toy – pepper the doggy?” Ronit’s mother asked. “I don’t want kids toys, I don’t want kids toys and games any more. I am a BIG BOY,” Ronit shouted. ‘Okay, okay, we heard you,” said his parents. (L19)
– Uso de signos de puntuación, tales como: guiones, exclamación, interrogación:
Ejemplos:
1.- In his dreams, Ronit sees Pepper in a Spiderman outfit. Isn’t that cool? (L47)
2.- Yesssss! He was a big boy now. (L30)
– Uso de un lenguaje común o sencillo.
Ejemplo:
1.- Ronit Subramanian was seven years old and he was the tallest student in his class. It made him feel very proud. (L1)
2.- . He now slept in a room of his own. A room with sunny yellow walls. (L36)
Texto exhortativo – Publicidad
En este tipo de texto el propósito del auto res exhortar, impulsar o motivar al lector a realizar una acción, tomar una determinación o producir un tipo de respuesta específica. Dependiendo del estilo del autor o hacia quien está dirigido el texto, el mensaje puede ser sutil o directo. Las características más resaltantes de este tipo de texto son:
– Uso de muchos adjetivos, especialmente en la forma superlativa
– Uso frecuente de conectores de adición
– Expresiones como “you should”, “you could”
– Uso de las formas condicionales a manera de sugerencia: “if I were you, I would” , “It would be better if…”
– Verbos en forma imperativa pero no cmo orden o instrucción sino como sugerencia, normalmente acompañados de expresiones con adjetivos: “wear this great…”, “have this delicious…”, “try it”, “IT it the best. Don’t miss it!”.
– Vienen acompañados de fotografías o imágenes.
Casa Andina
Casa Andina is a Peruvian-owned and -operated hotel group. Its unique roster of hotels, inspired by Peru’s regional attractions and the indelible flavors of each destination, focus on local elements throughout: in decoration, architecture, gastronomy, activities and music – in sum, the entire travel experience.
Founded in 2003, Casa Andina has quickly become the most important hotel group in Peru, as judged by quality of management and efficient operations – and not just in terms of annual income but in the quantity of hotels, rooms and destinations covered. Currently, Casa Andina boasts a portfolio of 17 hotels located in the eight most important destinations in Peru’s highly visited southern zone.
The group comprises two distinct brands of hotel: Classic – comfortable hotels in central locations – and Private Collection – spectacular hotels in spectacular locations. In 2010, Casa Andina is prepared to launch a third line of hotels serving seasoned and sophisticated travelers, though still carefully preserving the local spirit and flavor of each destination.
Casa Andina is part of the Interbank Business Group, along with other businesses formed entirely with Peruvian capital, including Interbank, Interseguros, Plaza Vea, Tiendas Peruanas, Vivanda, Cineplanet, and Peruplast, among others. Belonging to a such a solid and diversified group of businesses not only provides financial stability to Casa Andina, but multiplies growth opportunities for its co-workers
Casa Andina Private Collection
Casa Andina Private Collection hotels are unique upscale properties in exceptional Peruvian locations, created with an eye to conveying what’s quintessential about the region. In all Private Collection hotels, guests are treated to the finest of local, creative gastronomy at gourmet restaurants, stunning views, and privileged surroundings, including architecture that combines the best of traditional and modern Peru.
You’ll find Casa Andina Private Collection hotels: in an iconic modern building in Lima; a 18th-century colonial manor house in Cusco; the midst of the Incas’ fertile, scenic Sacred Valley; an emblematic, 18th-century mansion and former mint in Arequipa; perched on the banks of Lake Titicaca; and secluded on the only private island on the world’s highest navigable lake.
With the services and facilities of larger hotels, but the personality and character of more intimate boutique hotels, Casa Andina Private Collection is the choice of travelers seeking an exclusive but definitively Peruvian experience, full of local flavor.
Casa Andina Classic
Casa Andina Classic hotels reflect a regional sense of place, but always with a commitment to providing superb value and unequalled convenience. Casa Andina believes travelers don’t have to pay a premium for top-quality comfort and services, and being where they most want to be: in the hearts of cities and colonial towns and in the midst of top local attractions, restaurants and nightlife.
You’ll find centrally located Casa Andina Classic hotels: in colonial centers; within walking distance of parks and Plazas de Armas; in relaxed residential neighborhoods and traditional villages. With generous buffet breakfasts, free Wi-Fi Internet access and computers for guest use, locally inspired art and decoration, and comfortable beds and private bathrooms, Casa Andina Classic is the choice of discriminating value travelers in Peru’s classic destinations.
Yet Casa Andina Classic doesn’t skimp on luxuries unique to their destination. As just one example, in high-altitude destinations (such as Cusco and Puno) all hotels feature down comforters and oxygen tanks for breathing assistance
Fuente: http://www.casa-andina.com/peru/aboutus/overview.php
Análisis
En el presente texto pudimos encontrar las siguientes características de la tipología:
– Uso de muchos adjetivos, especialmente en la forma superlativa
Ejemplos:
1.- Casa Andina has quickly become the most important hotel group in Peru. (L5)
2.- Casa Andina boasts a portfolio of 17 hotels located in the eight most important destinations in Peru’s highly visited southern zone. (L8)
– Uso frecuente de conectores de adición
Ejemplo:
1.- . With generous buffet breakfasts, free Wi-Fi Internet access and computers for guest use, locally inspired art and decoration, and comfortable beds and private bathrooms. (L46)
– Expresiones publicitarias:
Ejemplo:
1.- With the services and facilities of larger hotels, but the personality and character of more intimate boutique hotels, Casa Andina Private Collection is the choice of travelers seeking an exclusive but definitively Peruvian experience, full of local flavor. (L34)
También pudimos encontrar los siguientes patrones retóricos:
Definición – Ejemplo:
1.- Casa Andina is a Peruvian-owned and -operated hotel group. Its unique roster of hotels, inspired by Peru’s regional attractions and the indelible flavors of each destination, focus on local elements throughout: in decoration, architecture, gastronomy, activities and music – in sum, the entire travel experience. (L1)
Texto argumentativo –
En un texto argumentativo el autor plantea un problema, un tema, una situación en particular y luego presenta sus opiniones o las posiciones de otros en relación con el tema en cuestión. Para reconocer este texto debemos observar si aparecen las siguientes características:
– El autor o autores se identifican claramente a través del uso de los pronombres personales “I” o “we”.
– Uso frecuente de expresiones como: “I (we) think (that)…” , “I (we) consider (that)…”, I (we) don’t believe (that)…”, “he says…”, “in my (our) opinion…”, etc.
– Predomina el uso de adjetivos con una carga positiva o negativa dependiendo de si la posición u opinión del autor (o los autores) es favorable o no, por ejemplo: “It is an excellent idea to think that”, “it is horrorifyng to think that…”.
– Uso de conectores de adición, ya que por lo general el autor añade opiniones o argumentos.
– Uso de verbos modales “should”, “must”, “could”.
– Uso de adjetivos en forma comparativa o superlativa: “It is better than…”, “The less appropriate…”, etc.
– Formas condicionales “if”, “would” o “whether”.
Whose Christmas Is It?
ABOUT 10 years ago, I was doing a weekend of Christmas concerts, accompanied by a fine regional symphony in California. The first night went well, I thought, with a program of holiday classics that seemed beyond reproach. The song choices were about as controversial as a Creamsicle.
But I was wrong. Minutes before I walked onstage the second night, a nervous representative of the orchestra board appeared in my dressing room to tell me that my program was “too Jewish.” Wow, I thought, who knew that orchestra management played practical jokes on artists moments before their shows? My laughter turned to disbelief when the stuttering gentleman said that there had, in fact, been complaints.
Between numbers the night before, I had mentioned that almost all the most popular Christmas songs were written by Jews and then riffed on the idea that the Gentiles must have written mostly Hanukkah songs. The audience was enthusiastic, so I assumed it was somebody on the board who had been offended.
Just as I was informing the unlucky messenger that the second night’s show would be “even more Jewish,” places were called. I bounded onstage in time to belt out the opening lines of “We Need a Little Christmas,” wearing a fake grin that barely concealed my rage. After a while, the music calmed me down, and I was able to merge with the holiday spirit encoded in the Jerry Herman classic. The Jewish Jerry Herman Christmas classic.
The evolution of Christmas is reflected to a degree in its music. As the holiday has become more secular, so have its songs, with religious and spiritual compositions largely supplanted by the banalities of Rudolph, sleigh bells and Santa. Many Christians feel that the true essence of Christmas has been lost, and I respect that opinion. It must be difficult to see religious tradition eroded in the name of commerce and further dissipated by others’ embrace of a holiday without a sense of what it truly means to the faithful.
Yet I also hope that those who feel this encroachment will on some level understand that the spirit of the holiday is universal. We live in a multicultural time and the mixing, and mixing up, of traditions is an inevitable result. Hence we have the almost century-old custom of American Jews creating a lot more Christmas music than Hanukkah music.
If you look at a list of the most popular Christmas songs, you’ll find that the writers are disproportionately Jewish: Irving Berlin’s “White Christmas,” “The Christmas Song” (yes, Mel Tormé was Jewish), “Let It Snow! Let It Snow! Let It Snow!,” “I’ll Be Home for Christmas,” “Silver Bells,” “Santa Baby,” “Rudolph the Red-Nosed Reindeer” and “Winter Wonderland” — perennial, beloved and, mostly, written for the sheet music publishers of Tin Pan Alley, not for a show or film. (Two notable exceptions: “White Christmas,” introduced in “Holiday Inn,” and “Silver Bells,” written for “The Lemon Drop Kid.”)
You’ll notice that certain famous Jewish songwriters are conspicuously absent from this list. Why? Unlike the Tin Pan Alley songwriters, who churned out songs to order on every conceivable subject for their publishers, writers like Jerome Kern, the Gershwins, Richard Rodgers and Harold Arlen mainly created songs for musical plays and films, and unless a story line required a holiday song they had no need to write one. When they did try one outside the framework of a show, it rarely had the same spark. Rodgers and Hammerstein’s “Happy Christmas, Little Friend,” recorded by Rosemary Clooney in the ’50s, is sadly lethargic. Even Clooney couldn’t recall it when asked to sing it 30 years later. Or so she claimed.
In my holiday shows, I’m always looking for novel expressions of the season, and when I introduce a new song I don’t usually think about the religion of its creator. That said, I’m always pleased to discover a surprising juxtaposition. It doesn’t take Freud to figure out that the sugarplums, holly and mistletoe all tap into a sense of comfort, longing, security and peace that so many fervently desire; that we all wish the clichés were true. As Jews, Christians, Muslims, Mormons, Buddhists and everything in between, we are all more alike than we are different. That’s something to celebrate.
Fuente: http://www.nytimes.com/2009/12/18/opinion/18feinstein.html?ref=opinion
Análisis:
En el presente texto pudimos encontrar las siguientes características de la tipología:
– El autor o autores se identifican claramente a través del uso de los pronombres personales “I” o “we”:
Ejemplos:
1.- – I was doing a weekend of Christmas concerts, accompanied by a fine regional symphony in California. (L1)
2.- But I was wrong. Minutes before I walked onstage the second night, a nervous representative of the orchestra board appeared in my dressing room to tell me that my program was “too Jewish.”(L5)
– Uso frecuente de expresiones como: “I (we) think (that)…” , “I (we) consider (that)…”, I (we) don’t believe (that)…”, “he says…”, “in my (our) opinion…”, etc.
Ejemplos:
1. – I thought, who knew that orchestra management played practical jokes on artists moments before their shows? (L7)
2. – I assumed it was somebody on the board who had been offended. (L14)
– Uso de conectores de adición, ya que por lo general el autor añade opiniones o argumentos.
Ejemplo:
1.- Hence we have the almost century-old custom of American Jews creating a lot more Christmas music than Hanukkah music. (L32)
– Uso de adjetivos en forma comparativa o superlativa: “It is better than…”, “The less appropriate…”, etc.
Ejemplos:
1.- If you look at a list of the most popular Christmas songs, you’ll find that the writers are disproportionately Jewish (L34)
2.- As the holiday has become more secular, so have its songs, with religious and spiritual compositions largely supplanted by the banalities of Rudolph, sleigh bells and Santa. (L22)
Texto expositivo –
Los textos expositivos representan la gran mayoría de los textos académicos. Se caracterizan por su amplia combinación de patrones o estructuras retóricas, es decir las estructuras lingüísticas usadas en el discurso que cumplen con una función específica dentro del texto, tales como: definición, descripción, causa efecto, comparación y contraste, enumeración, orden cronológico de eventos, clasificación y problema –solución.
Estos patrones organizacionales pueden ser de análisis o síntesis y pueden caracterizar tanto a los textos completos como a párrafos individuales, es decir, un texto compuesto por tres párrafos podría ser solamente de definición, o contener otros párrafos con diferentes estructuras como clasificación o enumeración, aunque sea sólo una la que predomine.
Global Warming
Global warming is the increase in the average temperature of the Earth’s near-surface air and oceans since the mid-20th century and its projected continuation. Global surface temperature increased 0.74 ± 0.18 °C (1.33 ± 0.32 °F) between the start and the end of the 20th century.[1][A] The Intergovernmental Panel on Climate Change (IPCC) concludes that most of the observed temperature increase since the middle of the 20th century was caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation. The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanism produced most of the warming from pre-industrial times to 1950 and had a small cooling effect afterward. These basic conclusions have been endorsed by more than 40 scientific societies and academies of science,[B] including all of the national academies of science of the major industrialized countries.
Climate model projections summarized in the latest IPCC report indicate that the global surface temperature will probably rise a further 1.1 to 6.4 °C (2.0 to 11.5 °F) during the twenty-first century. The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions. Some other uncertainties include how warming and related changes will vary from region to region around the globe. Most studies focus on the period up to the year 2100. However, warming is expected to continue beyond 2100 even if emissions stop, because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.
An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation, probably including expansion of subtropical deserts. The continuing retreat of glaciers, permafrost and sea ice is expected, with warming being strongest in the Arctic. Other likely effects include increases in the intensity of extreme weather events, species extinctions, and changes in agricultural yields.
Political and public debate continues regarding climate change, and what actions (if any) to take in response. The available options are mitigation to reduce further emissions; adaptation to reduce the damage caused by warming; and, more speculatively, geoengineering to reverse global warming. Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.
The most commonly discussed measure of global warming is the trend in globally averaged temperature near the Earth’s surface. Expressed as a linear trend, this temperature rose by 0.74°C ±0.18°C over the period 1906–2005. The rate of warming over the last half of that period was almost double that for the period as a whole (0.13°C ±0.03°C per decade, versus 0.07°C ± 0.02°C per decade). The urban heat island effect is estimated to account for about 0.002 °C of warming per decade since 1900. Temperatures in the lower troposphere have increased between 0.12 and 0.22 °C (0.22 and 0.4 °F) per decade since 1979, according to satellite temperature measurements. Temperature is believed to have been relatively stable over the one or two thousand years before 1850, with regionally-varying fluctuations such as the Medieval Warm Period or the Little Ice Age.
Based on estimates by NASA‘s Goddard Institute for Space Studies, 2005 was the warmest year since reliable, widespread instrumental measurements became available in the late 1800s, exceeding the previous record set in 1998 by a few hundredths of a degree. Estimates prepared by the World Meteorological Organization and the Climatic Research Unit concluded that 2005 was the second warmest year, behind 1998. Temperatures in 1998 were unusually warm because the strongest El Niño in the past century occurred during that year. Global temperature is subject to short-term fluctuations that overlay long term trends and can temporarily mask them. The relative stability in temperature from 1999 to 2009 is consistent with such an episode.
Temperature changes vary over the globe. Since 1979, land temperatures have increased about twice as fast as ocean temperatures (0.25 °C per decade against 0.13 °C per decade). Ocean temperatures increase more slowly than land temperatures because of the larger effective heat capacity of the oceans and because the ocean loses more heat by evaporation. The Northern Hemisphere warms faster than the Southern Hemisphere because it has more land and because it has extensive areas of seasonal snow and sea-ice cover subject to ice-albedo feedback. Although more greenhouse gases are emitted in the Northern than Southern Hemisphere this does not contribute to the difference in warming because the major greenhouse gases persist long enough to mix between hemispheres.
The thermal inertia of the oceans and slow responses of other indirect effects mean that climate can take centuries or longer to adjust to changes in forcing. Climate commitment studies indicate that even if greenhouse gases were stabilized at 2000 levels, a further warming of about 0.5 °C (0.9 °F) would still occur.
Fuente: http://en.wikipedia.org/wiki/Global_warming
Análisis
En el presente texto pudimos encontrar los siguientes patrones retóricos:
Definición – Ejemplo:
1.- Global warming is the increase in the average temperature of the Earth’s near-surface air and oceans since the mid-20th century and its projected continuation.(L1)
Causa – efecto – Ejemplo:
1.- The Intergovernmental Panel on Climate Change (IPCC) concludes that most of the observed temperature increase since the middle of the 20th century was caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation. (L5)
Causa efecto – Introducción de una causa – Ejemplo:
1.- Based on estimates by NASA‘s Goddard Institute for Space Studies, 2005 was the warmest year since reliable, widespread instrumental measurements became available in the late 1800s, exceeding the previous record set in 1998 by a few hundredths of a degree. (L49)
Comparación – contraste – Señala un contraste – Ejemplo:
1.- However, warming is expected to continue beyond 2100 even if emissions stop, because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere. (L22)
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