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FUNDOS of the Tenth Region,
" LAKES REGION. "
LLANQUIHUE Province:

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CALBUCO COASTAL FARM. X
$ 2,500,000 128.5 ha / ha = $ 321,250,000.
VIEW WITH SPECIAL CHANNELS OF SOUTHERN CHILE Canal
coastal Listing San Antonio, with 890 meters of coastline, off the island of Quinoa. . 20 km
Calbuco Pargua 35 km and 45 km from Puerto Montt.
70 hectares of grassland.
pastures and native forest regrowth.
2 streams where you can fish.
Electricity.
water. FITNESS TOURISM HAS
, LIVESTOCK, AGRICULTURE, FORESTRY AND FISHING AND RELATED COMPANIES INSTALLING. As is used for reheating small boats. The channel has a rich fauna and flora.
45 km from Puerto Montt.

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http://www.propiedadesdechile.cl/calbuco.htm


72.45 FOUNDED IN CALBUCO OF YOU. $ 144,900,000. ($ 2,000,000 has.)
estate is separated from the public road before coming in Calbuco Huallún Crossing (20 km) and reaches Pargua (35 km), where you take the ferry to cross to Chiloé.
The soil was regenerated with crops and pasture fertilization.
The native forest seedlings have a high concentration of wildlife.

http://propiedadesdelsurdechile.blogspot.com/

http://www.propiedadesdechile.cl/calbuco.htm

CALBUCO COASTAL.
between Puerto Montt and the crossing CHILOÉ.
OFFER FOR BOTH PROPERTIES HAVE PREVIOUS
= 201 hectare X $ 2,000,000 = $ 402,000,000
.
The site has clean water and electricity.
includes 70 hectares of pasture, native woods and two streams suitable for fishing.

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RECENT PHOTO BROAD SET OF THESE CASES IN http://decalbuco.blogspot.com/ CALBUCO

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Workshop on the film: "Between the Walls" Welcome to the blog

then you can download the workshop on the film "Between the Walls." The practical work consists of: a movie review and a questionnaire. After the analysis, to write their own review, do not forget to take into account the various aspects of argumentative text.

To lower the practical to CLICK HERE.

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Isla Grande de Chiloé.

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Language and Literature of the 714

In this blog you will find useful references for the various contents of Language and Literature, as well as practical guides to be completed in class.

(Secrets: optionally, if you are very bored, you can click on the tank and feed the fishes, or running the hamster or feed or allow to follow the mouse with their eyes. But the important thing to read theoretical texts, study and solve practical ...)

If you want to download these programs can click on the links:

Program Language and Literature, 1 º 2 º C. NTT, Prof. Maria Estela García
Language and Literature Program, 2 º C. NTT, Prof. Maria Estela García

can communicate by mail: literatura714@gmail.com

Marisa

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expository and argumentative text

V. Read the text Embers and answer the following questions
1 - What is the dominant intent in an expository text? And in an argumentative?
2 - Give two examples of texts that dominate the argumentative discourse and two examples in which predominates the exhibition.
3 - What is meant by "superstructure" of a text?
4 - What superstructures are possible in an expository text? Analyze any expository text and see what you get is its superstructure.
5 - What is the macrostructure of a text? exemplify
6 - Are there any brands of subjectivity in a narrative text? Why? And in an argumentative? Explain
7 - Outlining what strategies exhibition and give an example of each.
8 - What is objectivity? Do you have more in expository or argumentative? Why?
9 - What role have the connectors? Make a table with its various classes and examples. Add at least one example of each that is not mentioned in the text of embers.
10 - When born historically argumentative discourse? For what purpose?
11 - What are the parts of argumentative speech? What is each?
12 - What are the procedures used in the argument?
13 - What are the steps to develop an opinion?

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Here is a summary made of a material of the author Veronica embers. Contains the essentials of both kinds of texts and a commentary on the most common strategies.

Expository

Generally, when an unknown reader or want to know more about a particular topic, see some kind of text. There you will find possible answers to your questions. This class is called expository text and its dominant intent is to inform, explain in a clear and precise, a particular issue so that the reader barely has difficulty understanding. Textbooks are a good example of them because, as its purpose is didactic, should inform students about events, people and processes, with the help of graphic schemes, for them to expand their knowledge on the subject.
Another example of expository texts are articles or letters which are published in the newspaper or scientific journals. Although scientists often write about their research and results of the same, they can not be understood by most readers, since the latter are not specialists in the field of science. Therefore, there are physicists, chemists, biologists and mathematicians who are devoted to science journalism, that is, to "translate" the progress of science in a language understandable to the reader. In this way the public can access certain information that not be explained, it is not known.

SUPERSTRUCTURE: Named after the manner of organization of texts, the structure that organizes its components. For expository texts, the superstructures are: comparison, problem / solution, and sequential qualifier.

Macrostructure: The meaning of a text. Its function is to provide overall consistency to all the statements that compose it.

exhibition strategy: The most common are:
1. The statements are general laws or principles that are used in the text to explain a particular event or phenomenon. Use this generic, abstract nouns and nominalizations (a noun derived from a verb).
2. The reformulation is a process from which the author provides a new statement that clarifies and expands information from another previous statement. Marker is introduced as is, or, put another way, in other words. Its function is to develop the original concept or state significance, or propose an equivalent statement easier to understand.
3. The definition is to give the meaning of a word, concept or expression. If used to establish equivalent meanings, it is called, of "Equivalence", if you specify the function or purpose of an object, is called "functional", when describing a particular concept will be "descriptive" or gives the technical name of a concept or object, will be "denomination."
4. The analogy has a similar situation or a case with similar characteristics in parallel with the concept or process to be explained.
5. The explanation arises from a question whose answer is the text itself.

expository texts generally use terms specific to the field. The superstructures of expository texts can be developed from the description (List of characteristics) or the narrative (chronological account of events). The title indicates the main theme of the text, while paragraphs are units of meaning that have a sub, that is, develop a particular theme of the main theme indicated by the title.

Usually, the superstructure of an expository text arises in this order: the first paragraph introduces the topic of the text, each of the following paragraphs develop a particular aspect of that theme and, finally, in the last paragraph is a conclusion which is a kind of synthesis of the text.

expository text is characterized by its objectivity. The author does not issue opinions and erase all the marks of enunciation (valuation) of his statements, since it merely to explain an event in a clear and easy for the reader to understand without problems. Generally

to articulate information in a given text in a cohesive manner, using words connectors that function calls in the text as textual markers, and that relate to and organize information within a text. The most common connectors in expository texts are: to present issues (first, last, finally), to compare (on the one hand, on the other), to add information (Not only ... but also, in addition) to differentiate (whereas, by contrast, only), to emphasize opposition (however, but nonetheless) to start a new topic or a different aspect (with respect to, concerning, about), to mark the conclusion (in short, in short), to organize the development of the subject (then, next, later, below).


argumentative texts

The systematic (orderly and exhaustive) of the argument goes back to V century BC, is staged in the city of Athens and its protagonists Greek citizens are participating in the government of the polis, the first democracy in history. At that time, the number of citizens participating in meetings and in the courts, areas previously reserved for the aristocracy of Athens, is growing. Therefore, participants feel the need to acquire certain discursive tools that give them the possibility of developing an effective speech, ie, a discourse that allows them to convince the auditorium of the certainty of their opinions. To speak with elegance, convince and win the arguments raised in the meetings, the Greeks studied the art of rhetoric. This discipline teaches the ways of construction of argumentative discourse. The importance of studying the rhetoric lay in the victory gained by the speaker at meetings of the city or in court, thanks to the persuasion that would generate speech from listeners from an orderly and creative thinking.
Currently, due to the development of mass media, the argument is a more discursive techniques used from the newspaper to television. Even in everyday life, the argument is one of the most frequent speeches, most of the time people want to convince our partners on something and in doing so, we use reasoning and evidence to support and demonstrate the validity or accuracy of our views. Therefore, argumentative texts acquire real meaning to the framed within the communicative act, as always there is a sender who wants to convince and a receiver that can be persuaded or not.
To achieve its objective, the issuer or author produces a text with a specific structure and selects certain strategies, from the old rhetoric, useful to his purpose. Examples of this are nothing but advertising, editorials, opinion articles, book reviews, criticism of shows, letters from readers, etc.

The editorial is an opinion piece - hence its structure is argumentative - whose function is to return, analyze and give opinions about situations or events of public interest. Not signed because the newspaper's management is who is credited with authorship.

The argumentative structure consists of three levels:

1. Start or starting point (facts, ideas, problems) that serve as the trigger for the thesis.
2. Thesis itself is that of which one tries to convince the listener or reader.
3. The demonstration consists in the enunciation of arguments supporting the view taken by the author, ie, proving the truth or at least, the relevance of their opinion.

In argumentative texts, the author's subjectivity is predominant, as he expresses his opinion and base it is to convince readers of the validity of it. The author's subjectivity in the text marking called subjetivemas are adjectives, nouns, verbs and adverbs that express a positive or negative assessment of the author with respect to an incident, situation or a particular idea. In argumentative texts such as publishing, the last paragraph is the conclusion where he insists on the validity of the argument that the author developed throughout the text.

The arguments are the reasons or grounds used for demonstrate the certainty of the thesis of the text and to convince the reader of the validity of reasoning.


Arguments are constructed from certain procedures, which include:

1. cause and effect of that cause that consequence follows.
2. exemplification.
3. citations, are included in the text as an argument to support the thesis or to discuss and refute, finally confirming the validity of the thesis.
4. analogy comparing supposedly similar situations or concepts.
5. rhetorical questions are those that have implied the answer.
6. Irony is a resource for which a statement implies the opposite of what was said, for instance, say how thin it is! when in fact they just put on 10 kgs.
7. comparison
8. the use of quantities, measurements or statistics
9. The partial concession to the opposite view. Example: Certainly, abnormal eating habits can be changed, but the biggest problem is that, as patients do not recognize the disorder do not seek help.

To develop an opinion is appropriate, first, find information, second, sort and organized according to topics or input data, then design a plan to write an outline, writing the thesis and the arguments used to support it.
Then, using connectors and subjetivemas, organize the paragraphs of text not to mention that everyone should have a particular subtopic. Finally, check spelling and punctuation and invent a title in highlighting the theme of the text.

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Expository and argumentative Work: The Employment Application and Curriculum Vitae Curriculum Vitae The

1 .- Read the letter attached job application and theoretical material on the resume.
2.-Put together a resume for Mr. Juan imaginary Pérez.
3 .- Select a notice of application for employment of any newspaper, paste it into your wallet and write a letter of request addressed to those who issued such notice.
4 .- Writing your Curriculum Vitae by one of the proposed models. You must file by computer.
5 .- Reply:
What is a CV?
What is the objective that seeks the person submitting their CV?
What are the three functions performed by a CV?
Why might present different CV according to the job target? What
main sections will have a CV?
Explain the three possible ways to structure a CV
What aspects may recall before submitting?

NOTICE
Seeking young to sell phones.
temporary work and part-time
Submit application and CV in
San Martín 125. Trelew. 8 to 20 hs.
When Mr. Juan Riquelme. Mobile Phone Manager

Job application letter:

Trelew, September 20, 2007

the Lord Juan Riquelme
Mobile Phone Manager
San 125 Martin
Trelew. Chubut

Ref: V / day notice published in the Journal 09/19/2007 La Prensa de Trelew

of my highest consideration:

I have the pleasure to address you for the purpose of presenting to the Terms of Reference.

I have 18 years, I completed my studies Multimodal Oriented Natural Sciences, and I intend to work to save some money before starting my university studies.

While I have extensive work experience, I can mention my work as a volunteer in organizing various school events, such as appreciated on my resume. I have from now eager to look over their shoulder and learn everything you need for my good performance. I have no excessive wage claims, if not the idea of \u200b\u200bworking to gain experience and save some money, as I expressed in the preceding paragraph.

remain, remain at your disposal and I reiterate my interest for the purpose of an interview.

Yours sincerely, John Smith

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We present a theoretical and practical material on CV obtained educ.gov.ar portal
How to resume

in full pursuit. Usually, applicants for jobs must complete various forms and submit their curriculum vitae.
The resume is an indispensable tool in the workplace, both for those who aspire to a job and for those selected to recruit staff because it organizes information about a candidate for a job; Unveils conditions to cover a charge, and also allows the prospective employer can make a first assessment of the applicant's qualifications for employment. To meet its objectives, the curriculum should be structured and drafted under certain guidelines. Here you will find a description of this type of text, instructions and examples on how to prepare properly. In addition, we offer educational guidance to address this issue in the kind of language.
features a curriculum vitae
The curriculum vitae (CV) is a type of written text concerning a particular communicative situation, with a certain formal structure, style and theme that define it.
The SC responds to a communicative situation in which a candidate for a job as an institution is directed to a representative of that institution, either chief of staff, director of human resources, etc.
The selection of information is crucial for the proper organization of the curriculum. Avoid repetition and redundancy and expose only the relevant information, ie one that is appropriate to the requirements of each particular situation. Should be evaluated so that the information is relevant to the potential employer and useful for the purposes of deciding in favor of the applicant. If the goal is to get a job in a specific area, employment history should be preferably related to it (no point in mentioning an aspiring chef jobs such as gym teacher or computer programmer, but yes, waiter, kitchen helper).
Nor should include information that it is understood: for example, who have completed secondary school does not have to clarify that finished primary school.
The text is brief, it is recommended not to exceed three pages.
The formal structure of the curriculum, with some variations, is divided into the following parts.
* Personal data * Studies completed
(Primary, secondary, university)
* Other studies

* Languages \u200b\u200b* Computer
*
Work experience is optional to include a section entitled "Other information of interest."
The character or text style should be formal, because the curriculum is a type of text intended to circulate outside the family, for the eventual recipient is a person who is exercising a function that involves a certain degree of hierarchy and because the curriculum should be read by persons unknown to the applicant. This record is a formal vocabulary should not be colloquial or familiar. Syntactic constructions should be short and simple. Also be preferable to avoid conjugated verbs and first person writing. Should be used, for example, the term "degree in Anthropology," not "I got my anthropologist."
The theme or content that provides overall coherence to the curriculum is to present the data and information of a person that are relevant to a particular office.
While the CV is a text type that is usually drawn to each other, there are people who work writing curriculum or advising on how to write and submit. This is because, Despite the importance of the curriculum in the workplace, many people do not know the correct way to produce it.
The curriculum step by step Step

At the time of writing the curriculum, you must first think and write information related to oneself. For example, personal data, studies, degrees earned, skills, knowledge, etc. Step

Then you must choose, all the information gathered, only the relevant, which is considered of interest for a given job. For this it is convenient to group information according to what is required in each of the following parts.
* Personal data: name, address, phone number and email address. It is optional to the age and the date or place of birth.
* Studies: titles. In case of not completing the study should be placed, for example, "law student." It is important to note the place and the period in which the studies were conducted.
* Other: courses related to the position applied.
Languages: name of the language, the level reached (elementary / intermediate / advanced) and competition (read / speak / write). Titles.
* Computer: computer programs that are handled.
* Work experience: work performed (fees and features.) Shall specify the place and the period in which they played.
* Other information: it is important to place this section only if the data are linked with the work even pretend (for example, "able to travel" to the case of a newspaper correspondent. O 'own mobility ", in the case of a Salesman or a cadet). Step

then performed to sort the information. If within de cada apartado se incluyen diferentes períodos de estudio o desempeño laboral, debe ser organizada en forma cronológica invertida; es decir, colocando en primer lugar el último título obtenido o trabajo realizado. Por ejemplo:
Docente de Historia en el Colegio Normal Nº 15. 1998. Docente de Educación Cívica en la ENET Nº 1. 1997.
Por otra parte, hay que elegir un criterio uniforme para la puntuación. Si se decide poner punto antes de las fechas o un guión entre dos años, esto debe mantenerse en todos los casos a lo largo del currículum.
En relación con el diseño general, conviene seleccionar una letra clara y homogénea for all text and leave a reasonable space between the data. Thus, the reading of the curriculum will be quick and orderly.
After writing the curriculum should make an overall reading of it to check that no errors. To this can be useful to follow the grid of self-correction. Activities

1. Interview a friend or relative who has had any work experience. Try to get all possible information to write your CV. Take note of the answers or Search him on a recorder. For the interview, can be guided by the model of interview.
2. With the information obtained, write the CV of the person being interviewed. To do this, follow the procedure outlined in the curriculum step by step. We encourage you to consult the schema de CV and the CV format.
3. To correct the work yourself, using the grid of self-correction. Model
interview
1. What is your name, where do you live?, What is your phone number and email address, how many years do you have?, Where and when were you born?
2. What research did you do?, What titles did you get?, What time and where to study?, did you get a good average?
3. Did other courses?, When and where?, "Study abroad?, What and where, do they know a language?, Can speak, read or write the language?, Where he studied the language? For how long?, did you get a title related?
4. You know managing software?, What?
5. How places work?, What positions and tasks performed?, During what period?
6. How to submit to others?, what things you enjoy doing? Scheme
resume
Curriculum vitae (optional title)

Personal Name Address Phone Email
Studies completed Other studies / courses Work Experience Computer Languages \u200b\u200bOther details (optional )
AutoCorrect Grid
1. The CV, is clear, is it cuts its extension?, Is there a uniform approach in its structure?
2. The CV, is adequate to the communicative situation established? (Think about who is going to read, what kind of company will be present, if the style is formal, etc.).
3. The CV, is appropriate to text type "resume"?, What is the purpose of the text?
4. The information presented in the text, is only relevant, is it relevant that there is information on each item?
5. Check spelling, punctuation, and that all dates are listed in the same way.
6. Check out the syntax. Are the sentences short and simple?, "Prevented the verbs in first person?
Model CV Curriculum vitae

Personal Name: Maria Cristina López. Address: 1222 5th Julian Alvarez L, 1414, City of Buenos Aires. Phone: 4774-3452. Email: clopez@internet.com. Studied
Degree in History. Faculty of Humanities. Universidad Nacional de La Plata. 1990-1996. Average: 8.
conferenciasCurso Attendance at courses and open reading and analysis on the work of Michel Foucault. University Extension Department of the University of La Plata. 1995. Lecture series "The history of Argentina in schools", organized by the publishing time. 1994.
Italian. Advanced level. Speaks, reads and writes. English. Intermediate level. Write.
Computer Operating System: MS-DOS. Word and Excel.
Work Experience Teacher of History at Middle School No. 1, San Isidro. 1997-1999. Interprovincial Coordinating Meeting of Teachers of History, Mar del Plata. 1996.
Types of resumes
The following typology characterizes the curriculum according to the order in which information is available.
* Curriculum ordered by date: is the data on the studies completed and work experience criteria reverse chronological, beginning with the most recent.
* Curriculum ordered by title: if relevant the amount of information we have about the work carried out is possible to organize the curriculum in this way. You can group the tasks performed in different areas under PC titles, such as sales experience, experience in accounting. This type of resume has the advantage of being clear in its narrative presentation, because at first sight possible to identify the areas in which the applicant served.
In addition, the following types of curricula prioritize what information can be provided in relation to the desired work.
* Academic Curriculum: an emphasis on academic performance, highlighting qualifications obtained and academic units, specialty materials and notes, courses abroad, participation in conferences, publications and teaching. It has sections that are not included in the other variants of curricula, such as surveys, publications (with the corresponding bibliographical notes) and Presentations.
strictly work * Curriculum: defines its objectives in the job search. If you respond to a notice, intends to comply with the conditions requested, so you can precede the Work Experience section to field of study. Curriculum vitae

expression that comes from the Latin language, its meaning has been adapted to contemporary use. Latin for "curriculum" means race on foot or by car, and it also means struggle. "Currus" is the winner of a competition car. The term "vitae" refers to what is life itself. We understand "curriculum vitae" as the history of a person in their training and work experience. It focuses on those achievements that qualify to pursue a job or an occupation.
Texts: Lucy and John Reardon Brandani Photo: Uri Gordon Edition: Carina Kosel © 2000 educate

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What Looking to analyze stories and novels? What is literature?

This enables you to have some theoretical elements to analyze a story or a novel. Is made on the basis of the theoretical position called "narratology" and is a summary of key aspects to be considered for any analysis.

know that literature is an art that uses the word to build a world of fiction. How does it do? Then use "literary" for various purposes, either to create specific atmospheres, customize characters, cause suspense and draw the reader's attention, stir, etc. The three genres "canonical" is the lyric (poetry), drama (plays) and narrative (story and novel). In this case, we will deal with some "literary devices that are used in the narrative, though many of them also are used in the other two genera.

History and speech

In any narrative must distinguish two levels: story and discourse. The story is the events in relation to the characters, setting and time in which they develop. The speech, however, is the way it is presented that history. For example, I can read a novel that tells the life of a character from birth to death. All the events that happened up the story, the plot of the novel. But, perhaps, the novel begins with the last scene of death, and from there tell the story of the subject. This is the speech, the way the story is told.
Thus, the level of discourse, history can be organized in several ways: Breaking
chronological order (novels usually begin abruptly, with the end or at the time of a disturbing event) or No:
respecting the order cronológico.Narra the facts in the same order they happened.

characters

The characters perform actions and are transformed as a result of those actions. To analyze the characters will be useful to identify the protagonist (the one with the most intense emotional stress) and put the other characters (main and secondary) in relation to him. In the characters we see: his character, feelings, ways of acting, physical traits. We can see what the narrator says about them, what they say about themselves, they say the other characters, how they act.
To achieve the characterization observe each character overall:
Repetition
When a character first appears we may not know much about him, but in the course of the narrative the salient features of that character will be repeated frequently.
a character's relationship with other
The characters have similarities and contrasts in relation to others. It seeks to discover the character's traits from his confrontation with others.

changes the characters undergo alterations, changes in attitude, atmosphere, ideas. Once selected the most important features of a character, it is easier to trace its transformations. They can also help build other aspects of that image: the spaces they occupy, the language used, the match between what we say and do, information that the narrator or another character gives about them.



The atmosphere of the setting elements are two: time and space (when and where it happened). The space can have symbolic functions, for example, suggest the status of the characters or be a clue to his mood. Thus, in a romantic novel the sadness of the character can be attached to a gray, cloudy, nature symbolically accompanies the pain of the character, in that case.
is also important to note the time at which events occur. For example, a novel can tell what happens in one day or what happens over many years. In relation to the time we find:
analepsis: these are temporary setbacks. A character remembers something that happened and that is prior to the time of the story being told. Example: "It was four in the afternoon of Thursday. Raul was drinking mate. At that moment came to mind the discussion that was held Julia on Sunday. She was angry, had beaten the door and shouting that he was gone ...."
prolepsis: the narrator anticipates what will happen later with that character. Example: "John did not know yet that twenty years later would become his wife Marina. Ellipsis
: omitted facts of history. Example: "Three years passed. Juan had aged a bit. "


The narrator's voice is fictitious created by the author to organize and tell the story. We should not be confused with the author. It can be a narrator
From outside: He tells a story that did not live. Example: "John got up early that morning and went for a walk."
From the inside: He tells a story as if it were one of the characters. "That morning, when I stood looking out the window, I saw how began to snow."

point of view or focus
is the outlook from which the facts are. In a story or a novel, can vary from one paragraph to another. That look may be part of a character out of all the characters, or within all the characters. In the first case we say that the narrator knows the same as personaje, en el segundo, que sabe menos que los personajes y en el tercero, que sabe más que los personajes.
Ejemplos:
focalización interna o mirada desde “dentro” de “un personaje” .
“Yo me sentía muy mal esa mañana. Veía todo negro. No sabía por qué mi madre me había contestado así.”
focalización externa o mirada desde “afuera” de los personajes. El narrador sólo sabe lo que ve, no sabe qué ocurre dentro de las personas.
“Los hombres iban y venían de un lado al otro. Quién sabe en qué estarían thinking. Only gray figures were wandering in the street. "Targeting
omniscient, the narrator knows more than the characters. The narrator knows everything they think and feel all the characters, knows everything that happened and everything that is going to happen.
"Peter was very wrong. Her eyes were swollen. He still did not know that everyone hated him and that that evening would make a bed to destroy it. "

language use

The world of a novel or a story is polyphonic, to the extent that speech consists of one or more narrators and the dialogues of the characters, cited by these narrators.
why we find different ways of speaking (varieties of discourse) and we pay attention to its variation.
As for the literary techniques we have seen applications:

monologue is when a person speaks alone. It has two variants:
The stream of consciousness: We present images, impressions of the character in the same order (or disorder) in which they appear in your mind.
Example: "I was back on the examination table. It had made me a target. I remembered my mother, grandmother. Poor in his coffin. Professor moving his lips. What did he say? I hear the sound of rockets end of the year when Lina suddenly kissed me. "
Soliloquy: A speaker addresses himself. Example: "I can not be the same silly as always, the others use. I have to rebel "
dialogue
This is inserted into the narrative in two ways:
* Dialogue in direct discourse: constant exchange roles with a narrator who presents and leads. Example:
Hi John, - "the girl said nonchalantly. Hi .-
only he murmured.
* Dialogue in indirect speech: Someone has what another said. Example:
"She waved, but the boy said nothing about"


The description of characters, settings or objects

The description is not an enumeration of data. The descriptor select those features which distinguish the object of description. Therefore the description is always subjective because it involves an assessment of all the observed. So, something is beautiful or ugly depending on who you look at it, or point of view.
description Subjectivity is manifested through the use of different resources expressive: the adjectives, metaphors, comparisons, repetitions, etc.).
What the narrator introduces a description? It can be for many reasons. For example: make credible what is told by a painting of the place and time, or achieve greater tension in the text, or create a special atmosphere, or get a better picture of a character.

The "theme" of the text

Once you have analyzed all the resources and you've played, you base your opinion on what the "theme" of the story. Remember that the "issue" is expressed by a short phrase of no more than two or three words. Examples of themes: love in the couple, love in the family, the envy, hatred, violence social issues. The themes are universal.


VERY IMPORTANT

Each narrative (story or novel) the author will use some resources and not others, it chooses the resources are directly related to their intention of having something in a certain way to cause some effect the reader. This means that you will not be able to find all the resources in all texts. But according to the text, some will be very important, others not.
The first step you will identify resources, but that is only the beginning of your work. That is, after you've found, for example, a metaphor, you have to ask WHY THE USA THE AUTHOR? WHY PUT A METAPHOR HERE IN THE TEXT? WHAT IS TRANSMITTED? WHAT DO YOU WANT TO ACHIEVE IT? And so in the case of each resource you find. For the most important step is that of the Interpretation and assessment of all the literary devices in the text.


For if not you remember, we add here a small dictionary of literary figures and tropes
Image sensory representation is or image of an object. They have to do with perceptions of the senses, so they are classified as visual, tactile, auditory, olfactory, etc.Ej. Visual image: "the rainbow gleaming in the sky" auditory image "My heart was overwhelmed and scattered." Comparison
two elements are associated with something they have in common. Eg "All in the memory is lost as a soap bubble in the wind" In this case compares the disappearance of memories in the mind, with the disappearance of bubbles in the wind. Metaphor
impure When instead of "compare", identified two realities. Sticking with the example above would be: "Everything in memory was a bubble in the wind"
pure metaphor. When a combination of two elements, the second part replaces the first. Continuing the example above would be: "Everything was a bubble in the wind." In this case, we must interpret it when he says "soap bubble in the wind" it is really referring to the memories that disappeared into the memory. Let
other pure examples of metaphors: * "silver hair" is a metaphor for gray "gold record" is a metaphor del sol
Otro ejemplo:
* La vida es como un largo camino que nos conduce hacia la muerte. (Es una “comparación”)
* La vida es un largo camino que nos conduce hacia la muerte. ( Es una “metáfora impura”)
* El largo camino nos conduce hacia la muerte. ( Es una metáfora pura)
Observen que en los dos primeros casos, están presentes las dos palabras relacionadas (vida y camino) pero en el último caso la segunda palabra (camino) ha sustituido o reemplazado a la otra (vida) y cuando leemos la frase tenemos que interpretar que cuando dice camino relates to life.
Synesthesia involves the crossing of views that are perceived by different senses. Eg "The landscape had a bitter taste" the "landscape" is perceived by sight, and instead the "flavor" to taste.
Hyperbole: It consists of an exaggeration that makes emotional or mocking purposes, as appropriate.
eg, "It hurts to breath."
Antithesis: This is contrast or contrast two realities in order to enhance it. Eg "Love is so short and oblivion so long."
Grading: This is a enumerations progressive order. Ex was big, huge, gigantic
Epithet: It consists in emphasizing a quality that is characteristic of that noun. Eg Snow White.
polysyndeton: This involves the repetition of conjunctions to him slowly to the statement. Eg from polysyndeton would be "eyes and wind and sea salts."
Personification: Attributing to animate beings, qualities of man: ie, the sun caressing your skin.
Prosopopeya: attribute to inanimate qualities of animate beings. Ex Time flies.
Metonymy: They consist of designating the whole or part by the continente por el contenido. Ej. Traicionó su bandera. (bandera por patria).
Alegoría: Consiste en un conjunto de metáforas relacionadas entre sí que dan al texto un sentido real y otro figurado. Ej. las fábulas.
Símbolo: Consiste en sugerir una realidad o un concepto mediante otra cosa. Así, la cruz simboliza el cristianismo, la balanza simboliza la justicia o la paloma, la paz. La diferencia con la metáfora es que “cruz” “balanza” y “paloma” conservan su sentido original. Por ej. en la metáfora “cabellos de plata” sí o sí tengo que hacer la sustitución y pensar que habla de canas, no I can not imagine someone with hair metal, whereas if I say "The dove flew over the fields of war and stopped the bullets," I can think of "dove" and the pigeon simultaneously symbolizes or means justice . For symbols with which manages an author, it is often necessary to know much of his work, because although there are universal symbols (eg fire = love), there are symbols that are created by each author (eg mirrors Borges). As for the universal symbols is helpful to consult a Dictionary of Symbols.

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