UN nat) LA COMUNICACIGN ESCRITA. DISTINTOS TIPOS, CENTRO DE OPOSICIONES Deen emo Masry era eer cant eae) Erriee tL hare Tees e-ducalia \Gorania de Quatitat Oe Pc www e-ducalia.com Pas Ce ee ae Los derechos de ediciin askin reserves ofr che we ‘dveatia.com, Prohibide la repress rari pormiso escito del editor. 5. Conciusion. id fot 9 perc sn 0. INTRODUCTION: Topic number 6 decis with: La comunicacién escrita, Dislintos lipos de textos escrilos, Estructuras y elementos formales, Normas que rigen el texto escrito, Rutinas y Formulas being this an important part of the teaching-leaming process ot Fnglsh ducative system | To begin willy | would like lo justify this topic In the English curriculum. The previous (ar and lexical aspects as it was though! thal Ihe maslery of g language: mainly focused on grc wos based on Ihe degree of proficiency at grammar level, Hence. generally students were able to apply the grammatical niles ot the language but some of them had problems when using the longuage oral, They knew about the language but they did not know how to use it Far this reason, the new Grganic law LOL"Ley Orgéinica de Educacién" 2/2006 on May 3° (BOE n. 106 on May 4 2006) has proposed a communicative approach to foreign languages. An approach which implies the consideration of not only grammatical aspecis bul ako communicative, cultural, historical and literal characteristics of the countries where the English language is spoken, In this context, this topic number 6 has a relevant role in the English curriculum as it deals with communicative aspects and it can be a tool to transmit to our students some of the basic and indispensable compelences such as: competence on linguistic communication. NTE Tek: Motion, 610 900 111 Tere: 610.888 870 wow.e-cveatia.come-ducalia Sais oii PT ee eee Ce Ca ee ea ee re aD CENTRO DE OPOSICIONES All lopics boul communicative concepts are infewelaied and they will aways be treated as a whole. For example, to understand oral communication and its relation with written communication we will revise uri number 5 such as in unil 29 and 3 of 4 which deal with communicative elements ‘ond their functions is essential information in order to achieve a good understanding of this topic ‘among others, are necessary, Iwill divide this topic into four general parts: starting with a definition of the written communication Secondly. | will continue with the types of texts and their usage. Thirdly, | will lake info account the structures, formal components and norms as well as some routines and formulae. To conclude another relevant aspect to be dealt with is the structural and formal components as well as routines and forrnulae fo acquire a good communication: In this topic we will study one of the mast outstanding linguistic speech categories in a communicative process: the written communication. It plays an important role wilhin the leaining of any language and we will be able to communicate in a successtul way as soon as we control all the following structures and features. 1, WRITTEN COMMUNICATION When talking about communication we should analyse many factors with a common purpose: To give information to the reader or listener" Good communication skils requre a high level of soit awareness, Reading and writing have < been considered Iwo differen! anguoge skis hat shoud be sludied separataly. Asc result many students fin it hard to put thei thoughis into Engléh. The process genre approach can be successfully applied lo integrate willing into the reading class. In this approach, besides linguistic knowledge, the writing genre, the schematic structure. and the writing skils of the in-class reading materials ore ao slressed. The willing skills are in turn used in guided writing, from outline ‘wing, dating, to revising, ‘One factor fo be highlighted would be to consider alwoys a purpose in Ihe communicalive process. For instance, our purpose could be to inform others, fo get information or to initiate action. this is necessary to be known in advance. Students can read, but they often do not understand the meaning of what they ore reading. According to Crystal (1985), one of the main components of language is that itis an essential tool of communication, Language is defined as a means of communication for every human being such as writing an e-mail, having a phone conversation, watching a fim, reading a novel, magarine comic. un 6/2 Tots: Mafiana: 610 900 11 ford: $1088 8/0, wee: dveali.com=, aH. ]e-sucalia a Pe OS LCST A de elementos formales. Normas que rigen el texto escrito, Rutinas y férmulas. CENTRO DE OPOSICIONES ‘Communication Is usually defined as giving, receiving or exchanging information, opinions or ideas so that the "message" is completely understood by everybody involved. To some degree, there are also “baners" which may intervene with either verbal or written communication, : Js ee a ee \Ga AE Understanding and Undessianding interpreting the and interpreting feedback the meszage Tp RECEIVE! FEEDBACK. SENDER, Communication through words may be wailing or oral. In this case, written communication entails transmission of messages Which mainly consist at diagrams, pictures, graphs, reports, orders and instructions, agreemenls, and so on. Wiillen communication guarantees that everyone Concemed the same information. I proves a long-lasting record of communication for future. Written instructions are essential when Ihe action called for its crucial and complex. \ In order to achieve a successful communication, it should he understandable, brief, ruthful and ‘comprehensive. The main advantages und disadvantages of written communication are as follows To state a perfect way of conveying long messages To be comprehensive, obvious and accurate: Ihe privacy here is quite dificult when using willen communicalion Trig @ formal way of expressing Tinay be represented hn several and different way by different people oNTaS Tel: Maine 610 900 111 Tense: 610.888 870 ww.2-dveati.comSeducalia hi cn ria tel Te a to ecito, Rtas y fmol, REE ENTEEE clomentos formaies. Normas que rigen ol od as Communication is traditionally unders The exchange oni Inaividvals thro | witlen, end production and comprehension processes, Halicey) | @ fo of using a sel of syinbols. Willen English has its Hence, deuiing wilh wiillen communication (own techniques and conventions. Ihe content, structure, and style of a piece ot wrting are guided by ils purpose. (On the olher hand, written communication can be literary or non-iiterary; therefore, a text elther belongs fo the fictional or the non-fictional text group. Fspecially within the non-fictional text-group of classification is sil open to discussion. he problern Where a piece of writing is narration ands intended to entertain it will often take the form of a slory make use of direct speech, and build up to a climax. Tracitionally. narrative is carefully structured ‘and there is likely to be ai clearly defined beginning, middlle, and end. ‘An explanation in writing is factual and straightforward. Headings and subdivisions may be used tor Ihe soke of claily. Wiiling inlended us pertuasion Jo move the reader fo @ point of view will offen Use an emotive style. present lists of paints, and include devices ot rhetoric The style of a piece of writing varies according to the knowledge of the intended audience. so that sand basic words, whereas that intended for a high text for young students includes simple senter ‘academic level wil be more sophisticated in style and vocabulary. rinse dspace ohm 0 (0'% A There are five basic text types. a Tera :: Maniana: 610 900 111 Tarde: 610 888 270 ‘worw.e-dveatia.comSe-ducalia SSS cen Oe ened cemmo vg orosicionss GME ee sera FIVE They basically deal with the creation of an image. ¢.g. objects and people. Iheratare you find many verhs of ‘non-change' (e.g. to be, fo stand, fe, sil etc.) and adverbs of place. When talking about Technical descriptions they will be considered as neutral, exact and impersonal, while impressionistic leseriptions will give expressions fo the writer's feelings or moods, NARRATIVE They deal mainly with changes In time. i.e. with actions and events. lypical text type markers are verbs that clenate ‘change’ as well as expressions of lime (lime-sequence signals)); but adverbs of place ore not excluded. Narration is 10 be found in short stones, navels, biographies, anecdotes, liane, news, stories and reports. [Expository] They lend To be explanatory: they explain objects and ideas in their interrelations. lypical verbs tor the identification and explanation of objects and ideas are: fo refer fo, be defined, be called, Consists of, conluin vlc. If a relation to previously mentioned facts and ideas is to be established, words ike namely, incidentally, tor example, in other words, etc. are used, Typical of this lex! lype are Ihe expository essay, the definition, the summary and the interpretative piece. ARGUMENTATIVE lexts deal with problems ond controversial ideas. Reusons for or against some tople are put forward. The ims clways fo attract the reader/audionce. There is @ dialectical ext sinichire, and words like but. by contest, however yet. sf in any cose, 30, elt. ate inguistc signals of a contrastive toxt structure, But the bas’ of any argumentative text form has to be proviced by expository possoges by the explanation of facts, concepts, developmenls or processes. While comment tonds to be subjective in character, selentiic argument socks to be objective [:NSTRUCTVE] “Tn this type of text the waiter tls the reader/audience what to do. The insluclive lex! type Is based Con Ihe action-demanding sentence. Commercial and poltical propaganda, cirections, regulations ules ete. are typical examples OF non-spontaneouis ~ 4 planned conversation. Besides, os speukers we will lake into consideration some factors such as fo talk about a concrete topic within a specitic context and of course lead by ‘one ot the participants. In short, is an exchange of information between at least two persons. TATaS Tels: Moevne 10900 111 Teele: 610 888870 worw.e-dvealia.ceme-duca Arn sesectn Unit 6: 1a camunicacién exerita. Dstintos tipos de textos eserites. Estructura y PRET EEE clementos formales. Normas que rigen el texto escrito, Rutina: Ce ‘Apatl from the five major types of texts we should also mention other sources used daily. These are the texts, spoken. written, and vival that are part of peor Ihe emphasis is on everyday texts us "s dally lives. For Ihe youngest sludents, 2. As students progress through the school, the emphasis shifts to texts used in the school. The range of everyday texts mentioned in the English curficulum includes: ‘classified ad recounts obrervallons telephone conversations queslionnalres speeches debales small group work Instructions. labels. ~—capliom —nolicesdilailes and Joumals_ shopping ist | bils and invoices fravel guides manuals subliflefims e-mail chats greetingcards, | Classiied ads recounts. observations —telephone conversations questionnawes_ speeches debotes small group work instructions label captions notices lattes and Joumals yries poems CLASSIFIEDS UNIT are Tels: Moftancr: 610 900 111 Tarde: 610.000 070, wie-ducalia.comSe ducalia PROFESORES DE SECUNDARIA Seen eee ee et PERRET elementos formales. Normas que rigen el texto escrito. Rutinas y férmul 3. URE, FORMAL COMPONENTS AND NORMS: iding to the Oxtord English Dictionary, s the ‘wording of anything written or printed: the Text, structure formed by the words in their order; Ihe very words, phruses, and sentences as written.” 2ws for text fo be considered as both the written words in general. and. mor form a struclue Ihal produces meaning, Such o definition holistically, as the combination of such written words to of text chosen In order to organize it, Each tex! has jeristics too. To achieve a pertect domain at the ach water has to take Into account the type ils own situcluwe und of course ils own choy textual components some norms and considerations will be applied. Lexical and grammatical fields wil be also essential elements in the textual analysis. When witing not only the topic chosen is an important element but also the way you expose the facts as well as if we are felling a fictional or real slory Ihe elements will be cifferent in the description of the action Hence, loking inlo account the cone! when organizing a text will be considered. | Mean, the terms Cohesion and Coherence — Unit 29 - ot of textu ality some syntactic and semantic components Ihey wil help us perform a linguistic text not o set of written paragraphs without any order and meaning. Besides. some cohesive items such os the so called reference, ellipsis, deixs, lexical Communication is the presentation of ideas or essays that make a clear point, supply details supporting that point and demonstrate unity and coherence of thought. The mastery of goed or standard wiillen English and the ability to comprehend and write about intormation acquired through reading, note taking and listening are also elements of written communication. The gouls of every student in witlen communication ore fo be able to waite unitied and coherent essays, 10 have knowicdge of the vocabulary and conventions of the field, and a mastery of vwaitlen English. ‘Communication makes human organization and cooperation possible, and verbal as well as writlen communication establish culture and civilzation. In the history of humanity. written communication is a foity recent phenomenon: @ uN e77 Tel: Maviana: 610 900 111 Tarde: 610.868 870 wwwie-dueatie.comPROFESORES DE SECUNDARIA-LENGUA INGLESA Pond jucalia eoone Pee ee et = CENTRO DE OPOSICIONES = elementos formales. Normas que rigen el texto escrito. Rutinas y férmulas, 4, ROUTINES AND FORMULAE Without any doubt, reading plays an important role in the development of writing skil and both skis should be always cartied out in close co-operalion. These wo communicalive abillies depend on the wilter and reader's goal Our objective as teachers will be to achieve a perfect organization of Ihe material employed and to use certain logical and grammatical features As well as we will analyse the different kinds of wring such as letters, reports, tales, etc. will distinguish many typical structures used to, Regarding routines onel formulae w: express our thoughts in writing ski, for instance not to use abbreviations and Conlraclions in verbal and pronominal forms, the use of personal pronouns before the verbal forms, the use of advorbs or adverbial phrases at the beginning of the sentence. the use of a grammatical cider of Ihe elements within a sentence, (Consequently. our purpose wil be focused on the solection of cortain types of sentence structures in order lo get the maximum explicitness in a text. Simiarty, other devices wil help us such as the spelling and punctuation rules which will provide an oppropriate and corect sentence structure. The study of conversational structures will develop a communicative and social interaction between people. However. this process is not canied out in an atbilrary way. There exist some linguistic characteristics and will be ruled by some intemal considerations. (topic 29) In any case, as we have seen, the analysis of a witien text will always depend on the contexts for their writing. In real lite, writing 1s usually undertaken in response to a demand. For adults, tne clemand may arise from academic studies, professional responsihilties, etc. On the other hand, for students, lo Ink boul possible fulure purposes for willing in English (locel_ newspaper, ‘organizations, chatting. emails. ctc). Summarizing, itis o clear sense of audience that enables a writer to select appropriate content and ‘express in an appropriate form and style: in a way that facilitates the process of communicating. TAT ae Tels: Momiona: 610 900 111 Tare: 410888 870 wee e-ducalla.comSe-ducalia Unit 4: ta comunicacién CENTRO DE OPOSICIONES DCCL ee a ee ae ee eens 5. CONCLUSION To conclude | will highlight the idea that lecming English is nat just leaming a second language, but dlscovering a Practical usage of it. In this wey itis very useful for our students fo be aware of the most important of having a communicative competence in foreign language, in this cose, English language moking usc of all the alble for our students discursive aspects which can he s. In Ihis study we have attemptod to take a taity view of the distinction between written communication and oral cormunication since we can see a connection between its leaming and the cemmunicolive process. Here, we will present our students the whole set of techniques in English Language regarding to ther usage ond correct ‘pplication. Io teach them implies not only le widen ther academic knowledge but also to deal with phonology, grammer, lexicon, and semantics in order lo achieve @ successful level of communicative competence. This written information will be taken inlo practice in our everyday speech and this must encourage aur students to have the best management of i Therefore. this topic is of great importance in Ihe Curent foreign language curriculum. Since a language cannot be separated trom is speokes, il is through the ‘acquisition of communicative skils not only receptive skils but also productive skill thal our sludents will be able to understand and communicate in ngish achieving a Proper accuracy of Ihe language, BIBLIOGRAPHY; QUIRK // LEECH, G. A Grammar of Contemporary English, Long London, 1972 HALLIDAY. Spoken and Writter Language. Our, 1789 pan, ECKERSLEY, CC. A Comprehensive English Grammar for Foreign STUDENTS, LONGMAN, MARLOW. 1960 THOMSON, A.J AND MARTINET, A.V. A practical English Grammer, Oxford Universily Press, 1969. Dictionari FOWLER. H.W. A dictionary of Modem English Usage, Oxford 1927, JONFS D. An English Pronunciation Dictionary, London 1972.4 The Oxford English Dictionary www.wikipedia.org www brtannica org Jets: Mafiona: 610 900 111 Tarde: 610888 870 worw.e-ducalia.com THT Ee