Portfolio 12: Nominalization: For or Against?

Nominalization is the process by which adjectival phrases or adjectives and verbs become nouns. By turning verbs and other parts of speech into nouns, the content of the text can be increased. This is called Lexical Density.
Many nominalized forms end in: - ion/tion, -ment, -ity, -ty, -ness, -al
A sentence made up of two clauses can be condensed to fit one clause by the  use of nominalization.
The process of nominalization allows us to get away from the dynamic and real world sequencing that goes with speaking, we organize the text in terms of ideas, reasons, causes, etc.

Examples:

1) A- Because the jobs are more complex, programs to train people will take longer.
    B- The increased complexity of tasks will lead to the extension of the training programs.

2) A- I handed my essay in late because my kids got sick.
     B- The reason of the late submission of my essay was the illness of my children.

3) A- I feel that "closing the gap" is tricky because kids just don't have the feel for talking in the                   same  way as the way academics sometimes talk to each other.
     B- The challenge of "closing the gap" is related to students' limited repertoires of academic                      registers. 

4) A- We need to keep the park so children have somewhere to play.
    B- We need to keep the park for children's recreation.

5) A- Because the President failed to remove the troops, many deaths occurred.
    B- The failure to remove the troops resulted in many deaths.                                         
                                                   

Portfolio11: Discourse and Context in Language Teaching

Chapter 6: LISTENING

https://docs.google.com/presentation/d/1jDHsHmX0thp6JS8XaNIdnqOmGCK6ABEnNTe4sc1cyYI/edit#slide=id.p

Chapter 7: READING

https://docs.google.com/presentation/d/1bLOEaOdpxMssWkLVXsFq-ahqdsT311SqgirVCo0qbHo/edit#slide=id.p

Chapter 8: WRITING

https://docs.google.com/presentation/d/1tN43hjJpxvr7k23-KnDtob_ex4XvfejVjDkqISKESCw/edit#slide=id.p1

Chapter 9: SPEAKING

https://docs.google.com/presentation/d/1luXsTRJWuBffwsbXkEiy1RkogFZotP1UsQrPABMPquA/edit#slide=id.p

Portfolio 10: 5- Paragraph Essay and Thesis statement

"How to write an effective 5 - Paragraph Essay"

"Thesis Statements: How to improve them"

https://padlet.com/valeriacheron59mlfmabi/00t4

Portfolio 9: Halliday's lecture

Group:

Bogado Noelia

Cassieri Karina

Cheroni Valeria

Ludueña Natalia

Ruiz Jesica

Torrez Gisele

STUDENT’S NAME	TIME LAPSE	CONCEPTS
Karina Cassieri	0.00-10.00	- Any given instance of language is the product of 3 histories:the history of language as a system (language as evolution), the history of the individual speaker (language as developing together with the individual) and the history of each instance of language of the text (language as unfolding). - The brain is the environment in which language is developed. It is developed within 2 poles: the expression pole (articulatory and auditory systems) and the content pole (the context of situation and the context of culture)
Valeria Cheroni	10.00 - 22.00	History of meaning as a distinctively human semiotic. Language evolving (sounds systems, lexical semantic fields, grammatical systems) Evolution of meaning potencial of language: from an ontogenetic perspective, children progress through different stages: non - referring language to a referential language. proper to common reference (individual reference to class reference) concrete to abstract reference (from the sensible to the imaginable) congruent to metaphorical reference (actual to virtual reference) These stages can be thought in terms of developing of knowledge: common sense knowledge (associated with the home and neighbourhood) educational knowledge (the discourse in primary school) technical knowledge (the discourse in secondary school) Knowledge accumulates (something that is already learnt, gets reorganized at the next stage). Meaning covers all the metafunctions of language.
Natalia Ludueña	22.00 - 31.00	Our meaning potential has a history of the exchange of meanings in 3 contexts: forest, farm, and factory. Language has evolved from speech to writing, from writing to printing, from text as a process addressed by speaker to listener, to text as entity maneuvered from writer to reader. (OUTER FACE OF LANGUAGE) Adolescents and adults in our culture engage with all these modes of discourse every day in their lives.  There are sequences of terms from spoken language, written language, standard language, and global language. (English today) The electronic stage of mass communication and multimedia are booming. Affluent languages are very important. A new term appears: rebus writing. In one language we distinguish new patterns in the integration of metafunctions because meanings are seen as a succession of chunks to accommodate the reduced space on a small screen and reduced attention span of today´s into interactions. Interpersonal and textual meanings take prominence for different reasons: Textual in integrating  semiotics strands. Interpersonal meaning is explicit (exchange of meaning becomes individualized and personalized) We can notice a polarization of knowledge.
Jesica Ruiz	31.00-41.00	Different ways of knowing:     • Codifying and transmitting knowledge was developed in different contexts over the course of human history       Narrative:     • A genre that has played a very important part in the evolution of knowledge.       Features:     •  Past or imaginary events that are rehearsed in a more or less stylized and ritualized form.     • Events that tell people experiences.     • They have a protagonist who has proper names.       Besides those narratives we find:  Generalized propositions and proposals, telling what happens or may happen if, or what should or should not be done.      Proverbs:  Are traditional reposites of common sense knowledge in daily day. Often archaic and or phonological memorable language. They construct knowledge as generalization. The grammar detaches then from particular persons and events making clear they contain a principle that is generally applicable.    Ancient centers of knowledge:  Greece and China       New ways of meaning in the discourse of knowledge construction in Cosmology, Math, Medicine and History.      Important books in Greece:  Iliada/Thucydides history the Peloponnesian War He examined how they analyzed  knowledge through history.  Grammatical analysis : Homer: Use of similes, served to exemplified other patterns  Thucydides, Explanation of cause and effect interpreted as complex and abstract nouns from processes and qualities.   Semantic signature:  Metaphor, more specific Grammatical metaphors who creates a parallel semiotic universe of virtual things. Knowledge takes the form of theories who are explanatory, predictive. And generate hypothesis which can be tested and validated and improved.
Torrez Gisele	41:00 - 56: 00	The development of the individual is reached in the secondary school where single abstractions start to be present. This can be coped with in the primary school but the fully metaphoric mode of meaning is inaccessible to children before they reach the age of puberty. The meaning potential have evolved along with our bodies and brains and with the emergence of Homo sapiens.   Halliday defines “meanings” as forests. These are the semantic resources that supported the lives of many of the First Nations, such as Canada the Aboriginal peoples of Australia and New Guinea the first inhabitants of South America, South Africa, and so on. He defines them as foresters because none of them, retained their inherited patterns of knowledge much of the details of that knowledge has been lost, because you cannot transmit, say what you know due to the fact that there are things that have disappeared from the scene. The ways of meaning that supported this knowledge have become the foundational part of the human experience.We see them in the patterns of our lexical grammar in the way we build semiotic models of our eco social environment, the social groups in which we interact and also the significant features of the situations in which we live. The meaning potential of the individual expands as they learn their first language throughout childhood and adolescence.it also expands if they learn one or more other languages  Writing is not a decontextualized process and together with the contexts in which it evolves and is transmitted certainly  increase the meaning potential. Contexts is where meaning arises from reflecting and building on shared knowledge and shared text and where  the meaning potential increases. The history of Education suggests that even at the level of the individual the the meaning potential generally tended to increase though just as every individual has their own story so every language has its own story though with many features of language being shared across a common culture band o codes written. The meaning potential is transmitted from one generation to another Grammatical system is changing and suffering modifications according to the context of use, the culture and related to the people’s communicative  necessities. Human beings to intervene in processes of evolution to try to improve on them by introducing design in language .It’ means even the invention of writing could be regarded as an instance of intervention by design but some activities are clearly designed so as to speed up or to deflect or even to inhibit the evolution of a language
Bogado Noelia	56:18- 1:07:55	The lexicographer of the major European standard languages expanded their overall powers of meaning, creating an  extension by a committee of specialists which creates lists of new terminology for a newly emerging national language. The extent of coined words builds up new meanings, adding to the meaning potential. It is important to think of  meaning potential as a function of what people can understand. Many components construct the meaning potential of speech community, firstly, prodigious resources to develop areas of experience and complex social structures. Secondly, people without writing often memorize and transmit large quantities of coherent text. Finally, they speak three or four different tongues, or different varieties of their own language. The combination of the meaning potential changes overtime and its variation, with the measure of the size of a language might show a meaning potential as a semiotic power.

Portfolio 8: Systemic Functional Linguistics in the EFL class

https://bubbl.us/NTE5MDM3Mi8zNzg5MjE3L2Q4MTIwNzUxYzRjZWYwMDU4YmFiMzBiMTBjMWEzZmJj@X?utm_source=shared-link&utm_medium=email&s=3789217

Portfolio 7: Thesis Statement

How to  write a Thesis Statement


A good thesis statement includes a topic, a precise opinion and a reasoning.

Parts of a Thesis Statement

1- The subject: the topic of the essay.
2- The precise opinion: the opinion on the subject.
3- the blueprint of reasons: how you plan to argue and prove your opinion. You should have 3 strong pieces of evidence to support your claim.

We can list the reasons:

•  at the end of the thesis statement.
•  at the beginning of the thesis statement.
• in the sentence after the thesis statement.

A thesis statement is an arguable statement. You need to research evidence to support your opinion.

The pieces of evidence or the 'blueprint' are only effective if:

1- you explain what you mean about each blueprint point in the body paragraph.
2- you provide detailed examples for each blueprint point.

The thesis statement tells the reader:

• where you are going in your essay.
• how you plan on getting there.

https://youtu.be/5HePQWodWiQ
https://youtu.be/DfUkhdh8Z08

Portfolio 6: SFL (revision)

https://docs.google.com/forms/d/1SzHC0cjbWlHjA1zDd_lLtlDKKg4fEglJtQD7IvyffYg/edit