UNIVERSIDAD DEL ZULIA

NCLEO COSTA ORIENTAL DEL LAGO, SEDE CABIMAS

DEPARTAMENTOCS. FORMALES
SECCIN DEPART. COMUNICACIN Y EPISTEMOLOGA
PROGRAMA DE INGENIERA DE PETRLEO

PROFA. CLENTICIA BALLESTERO VALBUENA (LCDA. y MSc.)

TELF. CEL. (0414)-367-05-48

CABIMAS, 19 DE JUNIO DE 2017

PRIMER PERODO LECTIVO 2017

1
PETICION DE SABIDURIA A DIOS TODOPODEROSO

Pensando estoy conmigo mismo

y considerando en mi corazn
que se encuentra la inmortalidad en
emparentar con la Sabidura,
en su amistad un placer bueno,
en los trabajos de sus manos inagotables de riquezas,
prudencia en cultivar su trato
y prestigio en conversar con ella,
por todos los medios buscaba
la manera de hacerla ma.
Era yo un muchacho de buen natural,
me cupo en suerte un alma buena,
o ms bien, siendo bueno,
vine a un cuerpo incontaminado;
pero comprendiendo que no podra poseer la Sabidura
si Dios no me la daba,
-y ya era un fruto de la prudencia
saber de quien proceda esta gracia-
Recurr al Seor y le ped,
y dije con todo mi corazn:
Dios de los Padre,
Seor de la misericordia,
que hiciste el universo con tu palabra,
y con tu Sabidura formaste al hombre
para que dominase sobre los seres por ti creados,
administrase el mundo con santidad y justicia
y juzgase con rectitud de espritu,
DAME LA SABIDURA,
que se sienta junto a tu trono, y no me excluyas
del nmero de tus hijos.
Que soy un siervo tuyo,
hijo de tu sierva,
un hombre dbil y de vida efmera,
poco apto para entender la justicia y las leyes.
Pues, aunque uno sea perfecto
entre los hijos de los hombres,
si le falta la sabidura que de ti procede,
en nada ser tenido.
Sb9, 1-6
Tomado de: Biblia de Jerusaln
ISBN:330-0022-5
IMPRIMATUR, Bilbao, 15 de noviembre de 1975

2
 PLANIFICACIN GENERAL DEL CURSO DE INGLS II
PARA INGENIERA DE PETROLEO

OBJETIVO GENERAL
Al concluir esta unidad curricular el estudiante ser competente en la lectura e
interpretacin de textos escritos en ingls pertenecientes al rea de ingeniera de petrleo.
Desarrollando sus aptitudes de comunicacin humana, lo cual le permitir asumir una actitud
de valoracin de este idioma como instrumento de actualizacin profesional.
TIPO DE CURSO
Presencial-Virtual. Ya que se contar con clases presenciales en un 90%(en el saln de clases)
y otras virtuales, en las cuales utilizaremos una plataforma digital denominada Edmodo. A la
misma, puede ingresar por Google marcando la siguiente direccin electrnica:
WWW.EDMODO.COM
METODOLOGA
Debido a que el programa de ingls II, diseado para el Programa de Ingeniera de Petrleo,
est orientado a capacitar a los estudiantes para que adquieran la competencia en la lectura
en ingls; se har nfasis en la comprensin e interpretacin de textos (desarrollando
estrategias lectoras). Las estructuras gramaticales a las que haya necesidad de abordar
sern estudiadas dentro del mismo texto, es decir, no aisladas de su contexto, sirviendo
como soporte a las actividades de lectura para la extraccin de informacin.
Se utilizarn diversos tpicos articulados con la unidad curricular Perforacin I, unidades
programticas III (Perforacin Rotatoria) y IV (Perforacin Vertical/Perforacin
Direccional) para cumplir con el artculo 7 de la Resolucin 535 pertinente para el logro del
perfil profesional del ingeniero petrolero.

PERFIL DEL EGRESADO DE INGENIERA DE PETRLEO

El Ingeniero Petrolero prepara, organiza y controla los trabajos de extraccin,
almacenamiento y transporte de petrleo y gas.
Tomado: Catlogo de Carreras de la Universidad del Zulia. 2010

ROL DEL ESTUDIANTE:

El estudiante se convertir en el protagonista del proceso de enseanza-aprendizaje
donde sus experiencias previas constituirn el punto de partida del maravilloso viaje
que emprender a travs de la lectura de los textos.

ROL DEL PROFESOR:

El profesor ser el mediador del proceso, sirviendo como gua y orientador de las
actividades a realizar.

MATERIAL DIDCTICO
Se utilizar gua de estudio diseada por la profesora, donde se contemplan las cinco (05)
unidades programtica; a saber:
Unidad I: Importancia de Ingls con Fines Especficos
Unidad II: Macrofuncin de los textos
Unidad III: Organizadores de los textos.
Unidad IV: Microfuncin de los textos
Unidad V: Abstracts, artculos cientficos y sus movimientos semnticos.
Adems, se utilizarn artculos cientficos actualizados y escritos en ingls sobre Ingeniera
de Petrleo de la siguiente direccin electrnica: WWW.SCHLUMBERGER.COM:
REVISTA: OILFIELD REVIEW

3
 EVALUACIN
Apegados a la Ley Orgnica de Educacin y al reglamento de Evaluacin y Rendimiento
Estudiantil vigentes en esta casa de estudios universitarios, la evaluacin en el curso ser de
tres tipos: diagnstica, formativa y sumativa.
Evaluacin diagnstica: es de carcter obligatorio para determinar las condiciones en
que se encuentra el alumno al iniciarse el proceso de enseanza-aprendizaje.
Evaluacin formativa: de igual manera, es de carcter obligatorio, la cual permite
establecer los logros y las dificultades en el proceso de enseanza-aprendizaje,
donde el docente tiene el deber de reorientarlo inmediatamente en aquellos alumnos
que as lo ameriten.
Evaluacin sumativa: tambin de carcter obligatorio, permite valorar el resultado
del proceso de enseanza-aprendizaje al finalizar cada unidad o captulo del
programa, cuyos resultados se traducirn en calificaciones, para cuyos efectos se
utilizar una escala de valoracin de 0 a 20 puntos, donde 10 puntos es el mnimo
aprobatorio.
A manera de aclaratoria, debido que el presente curso en 90% es presencial, es
obligacin del estudiante asistir regularmente a clases. Por lo tanto, si inasiste tres
(03) clases, queda excluido del mismo. Si la causa de la inasistencia es por
enfermedad, puede justificarla con la adecuada documentacin, a saber: certificado
mdico sellado por Servicios Mdicos Didse; en un lapso no mayor a tres (03) das.

4
 Universidad del Zulia/ Ncleo Costa Oriental del Lago/ Departamento Ciencias Formales
Seccin Departamental Comunicacin y Epistemologa/ Programa Ingeniera de Petrleo
Unidad Curricular: Ingls II PROFA. CLENTICIA BALLESTERO VALBUENA
PLANIFICACION DE ACTIVIDADES ACADEMICAS PRIMERO PERODO 2017
Inicio: LUNES (L) 19 -06-2017 Culminacin: MIRCOLES (V) 27/10/2017
SECCIONES: 001-D y 002-D
STUDENTS NAME:_______________________________________________ _
SEM. N CONTENIDO PROGRAMTICO FECHA TIPO DE CLASES ASISTENCIA PUNTUACIN/
CLASE FERIADO
1 1 No hubo actividades acadmicas L19-06-2017 - - -
2 CLASE INTRODUCTORIA C21 C.PRESENCIAL - -
2 3 EX. DIAGNSTICO L26 C.PRESENCIAL - EVAL 0%
4 Unidad I: Importancia de Ingls con L17 C. PRESENCIAL
Fines Especficos.
Ejercicio unidad I
Ejercicio unidad I (CONT.) VA EDMODO EVAL 5%
REGISTRO EDMODO EVAL 5%
(perfil y foto)
3 5 REPASO ESTRATEGIAS LECTORAS L03-07 -
6 C05 - FERIADO
4 7 L10
8 C12
5 9
10 C19
6 11 . UNIDAD II: Macrofuncin de los textos L24 FERIADO
Bases tericas
Marcadores del discurso
Ejercicios
12 Ejercicios C26

7 13 Ejercicios L18-09-2017 EVAL.30%

14 UNIDAD III: Microfuncion de los textos. C20
Idea principal
Idea secundaria
Idea general
Microfunciones y conectores
8 15 Ejercicios L25
16 CURSO DE MAPAS C27
9 17 UNIDAD IV: Organizadores de L02-10-2017
informacin
Mapas
18 Ejercicios C04 EVAL. 30%
10 19 Unidad V: Artculo cientfico y sus L09 CARNAVAL
movimientos semnticos.)
INTRODUCCIN
20 Identificar los movimientos C12 FERIADO
semnticos segn subttulos.
11 21 Identificar los movimientos semticos L16 EVAL 30%
segn los subttulos.
22 CORRECCIONES PERSONALES C18
12 23 IDEM L23
24 IDEM C25
28 ENTREGA DE CALIFICACIONES V27-10-2017 100%
FINALES / CARGADO DE NOTAS

Universidad del Zulia/ Ncleo Costa Oriental del Lago/ Departamento Ciencias Formales
Seccin Departamental Comunicacin y Epistemologa/ Programa Ingeniera de Petrleo

5
 Unidad Curricular: Ingls II PROFA. CLENTICIA BALLESTERO VALBUENA
PLANIFICACION DE ACTIVIDADES ACADEMICAS SEGUNDO PERODO 2016
Inicio: MARTES (M) 29 -11-2016 Culminacin: JUEVES (J) 30/03/2017
SECCIONES: 003-V
STUDENTS NAME:_______________________________________________ _
SEM. N CONTENIDO PROGRAMTICO FECHA TIPO DE CLASES ASISTENCIA PUNTUACIN
CLASE ACUMULADA
1 1
2
2 3
4
3 5
6
4 7 CLASE INTRODUCTORIA
8 Unidad I: Importancia de Ingls con
Fines Especficos.
Ejercicio unidad I
5 9 Ejercicio unidad I (CONT.)
EX. DIAGNSTICO
REGISTRO EDMODO
(perfil y foto)
10 REPASO ESTRATEGIAS LECTORAS
6 11 . UNIDAD II: Macrofuncin de los textos
Bases tericas
Marcadores del discurso
Ejercicios
12 Ejercicios

7 13 Ejercicios
14 UNIDAD III: Microfuncion de los textos.
Idea principal
Idea secundaria
Idea general
Microfunciones y conectores
8 15 Ejercicios
16 CURSO DE MAPAS
9 17 UNIDAD IV: Organizadores de
informacin
Mapas
18 Ejercicios
10 19 Unidad V: Artculo cientfico y sus
movimientos semnticos.)
INTRODUCCIN
20 Identificar los movimientos
semnticos segn subttulos.
11 21 Identificar los movimientos semticos
segn los subttulos.
22 CORRECCIONES PERSONALES
12 23 IDEM
24 IDEM
13 25 IDEM
26 IDEM
14 27 IDEM
28 ENTREGA DE CALIFICACIONES
FINALES / CARGADO DE NOTAS

6
After completing this unit student should be able to:

Recognize the division of English Language Teaching.

Analyze and recognize the difference between General
English and English for Specific Purposes.
Recognize the importance of English as a tool language
for being updated with the latest information about
petroleum engineering professional area.

UNIT I: THE THREE OF ELF

Task 1: Look at the lower part of the tree and indicate the branches in which ELT is
divided. Do this in Spanish, please.

7
Task 2.What is the meaning of:
INITIALS MEANING IN ENGLISH MEANING IN SPANISH
EMT
EFL
ESL

Task 3. In which ways can ESL be divided. Do it in Spanish, please.

Task 4. In which branches is EFL divided? Do it in Spanish, please.

Task 5. What is the meaning of GE? Do it in Spanish, please.

Task 6. How is GE divided? Do it in Spanish, please.

Task 7. How is ESP divided? Do it in Spanish, please.

Task 8: Look at the upper part of the tree and give two examples of each subarea,
please.
INITIALS SUBDIVISION EXAMPLE IN SPANISH
EST A: EAP: 1.
2.
B: EOP: 1.
2.
EBE A: EAP: 1.
2.
B: EOP: 1.
2.
ESS A: EAP: 1.
2.
B: EOP: 1.
2.

Task 9: Now, read these texts and indicate to which ESP division they belong to. Do it in
English, please.

8
TEXT N 1: Biocorrosion in oil recovery systems. Prevention and ESP DIVISION
protection. An update. (Hctor Videla and Liz Herrera)
Seawater injection systems are widely used in oil recovery.
Biocorrosion of metallic structures and oil souring due to the action of
sulfate-reducing bacteria are two of the most relevant problems
affecting these systems. A proper understanding of the complex
biological and inorganic processes occurring at the surface of metallic
structures is needed to carry out effective treatments for
biocorrosion prevention and protection. Moreover, monitoring of
biocide treatment in real time is mandatory to achieve an effective
control. Recently, a wide variety of innovative techniques to study
biocorrosion and monitoring methods has been developed and are
presently used with new biocide formula taking especially into account
environment prevention.
(Taken from: Revista Tcnica de Ingeniera de la Universidad del Zulia.
Vol. 30. Edicin Especial. 272-279. 2007)

TEXT N 2:Ocean-thermal-energy conversion (OTC) (T.J. Plocek ESP DIVISION

and M. Laboy, Offshore Infrastructure Associates, and J.A.
Marti)
Ocean-thermal-energy conversion (OTC) is a renewable-energy source
particularly suited for tropical zones. It uses the temperature
difference between the warm surface ocean water to generate
electricity and, if desired, potable water. This alternative energy
source does not depend on fossil fuels, is not vulnerable to world
market fluctuations and has less environmental impact than other
energy sources.
(Taken from: OnePetrol: www.onepetro.org. JPT July 2009.pp 65-66)

TEXT N 3: Ethics and social responsibility in the managerial ESP DIVISION

formation. (R. Hernndez, K. Silvestri and Joel Cobis)
The investigation has as objective to link the ethics and social
responsibility in the managerial formation imparted in the autonomous
national universities in Venezuela, specifically framed in the schools of
administration professionals. The investigation is of descriptive type
and it allows obtaining information about the social responsibility that
universities have in the ethics teaching for management. As a result it
was obtained that a reorientation in the managerial formation imparted
into universities could generate benefits as great reach for the
postmodern society in a frank rupture of the traditional paradigms of
the curriculum.
(Taken from: Multiciencias. Universidad del Zulia. Vol. 30. N 3. 215-
219. 2006)
TEXT N 4: Social networks for learning: Technological ESP DIVISION
appropriation of the Web 2.0 (J. Andrade and M. Campo-Redondo)
The purpose of this paper is to explore the emerging dynamic of social
networking and the appropriation of Web 2.0 technology. Il also

9
discusses the need for professors to take responsibility for managing
content that makes the creation of significant knowledge possible by
forming critical thinking. To do this requires that social networks on
the Internet change their overall vision of serving as a means of
entertainment to permit the development of higher critical learning
processes in which the participants take over their technological value
for social ends. Finally, diverse options available on the Web are
presented, so that professors can assume the commitment of
participating in meaningful learning on Internet social networks.
(Taken from: Encuentro Educacional. Universidad del Zulia. Vol. 19. N
1. Enero-abril 2012. pp. 37-51)

TEXT N 5: Life history. An epistemological rupture to rescue ESP DIVISION

societys historical memory. (P. Portillo)
A history-of-life is an epistemological rupture that guides researchers
toward knowledge sources. Life histories imply an unfolding of
meanings, constituting the production of independent knowledge out of
what is social; they are an epistemological bet, a transdisciplinary
social science. In the histories of subjects, their whole community is in
synthesis, experienced in a subjective way, including all the groups to
which the subject has belonged throughout lifes experiences. For that
reason, the objective of this study is to elaborate a history-of-life to
rescue a historical memory of the Paraguana society in the State of
Falcon.
(Taken from: Impacto Cientfico. Universidad del Zulia. Vol.7. N 2.
367-377. 2012)

TEXT N6: INTRUCTIONAL PROCESS OF THE TEACHING OF ESP DIVISION

WRITING TO GAS ENGINEERING STUDENTS OF THE RAFAEL
MARA BARALT UNIVERSITY
The excessive grammatical and literary approaches to the teaching of
writing has prevented a number of teachers from applying more
updated methodology to their technical students in order to lead them
to projects of organizational writing. It is imperative to review the new
conception in applied linguistics for the teaching of writing in specific
contexts. On the basis of cognitive approaches (Flower and Hayes
1983. Cassany 1997, 1999, Serafini 2002 among others) the aim of this
paper is to propose an instructional sequence that may lead to
increased productivity of texts of greater interest and usefulness to
the future gas engineer.
(Taken from: Lingua Americana. Universidad del Zulia. Ao XIII. N 25
(julio-diciembre 2009). 71-99.

10
UNIT II:

11
 MACROFUNCTION OF THE TEXTS

After completing this unit student should be able to:

Recognize the texts macrofunctions using discourse
markers and other reading strategies studied.

UNIDAD IV: MACROFUNCIN DE LOS TEXTOS

MATRIZ DE COMPETENCIAS CON SUS INDICADORES DE LOGRO:

12
COMPETENCIAS INDICADORES DE LOGRO SI NO TOTAL
Habilidad para reconocer las Distingue las
macrofunciones de los macrofunciones de:
textos. Normas
Instrucciones
Descripcin de funcin
Descripcin de proceso
Descripcin fsica
Narracin
Definicin.
Clasificacin
Habilidad para reconocer la Forma imperativa
forma verbal de acuerdo a Presente simple
la macrofuncin del texto. Voz pasiva/presente simple
* Pasado simple/voz pasiva
Habilidad para reconocer Indicadores de secuencia
marcadores del discurso de Adverbios: always/never
acuerdo a la macrofuncin Adjetivos
del texto. Expresiones introductorias de
descripcin fsica.
Expresiones de funcionamiento.
Fechas.
Indicadores de secuencia
cronolgica
Expresiones de definicin
Expresiones de clasificacin
Habilidad para distinguir la Secuencial
organizacin de los textos. (acciones)
No secuencial
Secuencial (pasos)
Secuencial
(eventos)

MACROFUNCTIONS OF TEXTS
READING STRATEGIES

13
 RECOGNIZING THE MACROFUNCTION OF THE TEXTS AND DISCOURSE MARKERS

Among the reading strategies that help the reader understand the subject matter of a text is
Identifying the function of a text. The functions (or macrofunction) that most frequently occur
in English for Science and technology are: Definition, description (function, process or
physical), classification, instruction, narration and visual-verbal relationship. (Although, visual-
verbal relationship is not considered for this paper.)

Adapted from Trimble L., 1985

TASK 1: READ THE FOLLOWING TEXT MACROFUNCTIONS

THEORETICAL FOUNDATIONSTAKEN FROM PADRN A., E. (2010)

INSTRUCTIONS: an instruction is a discourse that tells someone how to do

something. AAdapted
set of instructions
from: Pires,include a listyof
M., (2000). actions. They specify:
OxfordUniversity a) why the
Press. (1980)
actions are necessary (purpose), b) how to perform the actions (the method).
Therefore, they specify the actions which are necessary to achieve a particular
result. They express relations between actions. These relations include methods
and purpose. Instructional information includes: theory or the why of the
instruction, caution, recommendation and warning.

Adapted from: Pires, M., (2000). Y Oxford University Press. (1980)

NOW, FILL THIS BOX USING THE UNDERSTOOD IDEA, DO IT IN SPANISH,

PLEASE:

DESCRIPTIONS
PHYSICAL DESCRIPTION PROCESS DESCRIPTION FUNCTION DESCRIPTION

14
Gives information about
physical characteristics of
an entity, an equipment, a
substances, an object, or a
system. Each type includes
particular characteristics
such as form, occurrence,
color, parts, properties,
structure, reactions, uses,
and so on.
Adapted from: Pires, M., (2000). y OxfordUniversity Press. (1980)
NOW, FILL THIS BOX USING THE UNDERSTOOD IDEAS, DO IT IN SPANISH,
PLEASE:
It refers to the steps of a It gives information about
procedure that are inter- the use or purpose of some
related with each other. device or equipment and the
Each step is dependent on functioning of each main
the preceding step and all of part. Descriptions of how
them lead toward a goal. The things work refer to:
main aspects found in
a)Structure: a device can
descriptions of processes
consist of a number of parts.
can be summarized as
follows: b) Function: the parts of a
device have different
- Series of activities which
functions. The functions of
determine the different
the parts make possible the
stages of process.
operation of the whole
-Sequence of stages. device.
-Changes occurring from one
stage to another.
-Purpose of the process and
of the different stages.
-Method of performing the
activities.
-Equipment and components
used.
DESCRIPCIONES
15
 DESCRIPCI FSICA DESCRIPCIN DE PROCESO DESCRIPCIN DE
FUNCIN

DEFINITIONS: a definition expresses a NARRATION: it reports a

concept of a thing, a process, a science, etc. In series of events that refer
making a definition we normally give. to what happened (the
a) The specific concept being defined. event) and when things
b) The class to which the specific concept happened (the time). It
belong. generally follows a logical
c) The specific characteristics of the sequence.
concept which make it different from
other members of the same class. Adapted from: Oxford
Definitions can be simple, completed in one University Press. (1980)
sentence, or expanded in a paragraph with
descriptions, generalizations and examples.

Adapted from: Pires, M., (2000). Y

OxfordUniversity Press. (1980)

NOW, FILL THIS BOX USING THE UNDERSTOOD IDEAS, DO IT IN SPANISH,

PLEASE:
DEFINICIN: NARRACIN:

CLASSIFICATION: it includes the following information:

Entity: things being classified.
Criteria: basis to make the classification.
Groups: types that are formed.
There are two main ways in which classifications can be organized.
Specific to general: the writer is concerned to place entities into
groups to which they belong. He proceeds from the specific to the
general.
General to specific: the writer is concerned to divide a general group
into smaller groups and give specific examples of each group. He 16
proceeds from the general to the specific.

Adapted from: Oxford University Press. (1980)

NOW, FILL THIS BOX USING THE UNDERSTOOD IDEA, DO IT IN SPANISH,
PLEASE:
CLASIFICACIN:

17
MAIN FEATURES OF MACROFUNCTIONS SUMMARY:
DESCRIPCIN
MACROFUNCIN INSTRUCCIN FSICA PROCESO FUNCIN NARRACIN DEFINICIN CLASIFICACIN

FORMA VERBAL Forma imperativa Presente simple Voz pasiva Presente simple Pasado simple Presente simple Presente simple
(stem) (stem+s) (to be + p.p) (stem+s) (stem + ed) (stem+s) (stem+s)
Presente simple Voz pasiva

Indicadores de Adjetivos Indicadores de Expresiones: Fechas: Expresiones: Expresiones:

secuencia: secuencia:
Expresiones: serve (s) to In 1987, by 1957 is, are to be (divided /
First (ly), before, in the (first) stage
consist (s) of enable (s) until 1890, to be (defined/ classified) into..
second, finally, / place,
contain (s) coordinate (s).. on june 28th ,1990 called/ known) there are (two)
later, then, after, the (second)
include (s) operate (s) during the (late/ as (types/classes/
in the (first) place, step/ stage is
have/has regulate (s) middle) 1930s. can / may be kinds) of
MARCADORES initially, afterwards,
to be (made up/ to be (in charge in the 1980s. defined as the first (type/
DEL DISCURSO after (this/that), then, later,
(CLAVES composed) of of/ responsible kind/class) is
second, to begin before, after Indicadores de
CONTEXTUALES) for)
secuencia:
with...
to be formed one function of
some years later,
by (this) is
Adverbios
meanwhile, later,
Always
since then, after
Never
that time, at the
(beginning/end ) of..

ORGANIZACIN Secuencial No secuencial Secuencial No secuencial Secuencial No secuencial No secuencial

(acciones) (pasos) (eventos)

18
TASK 2: READ THE FOLLOWING TEXT EXTRACTS

TEXT N1:DEFINING A FISH:

Line nText
L1 In the oil field, a fish is any item left in a wellbore that impedes further operations. This
broad definition encompasses every variety of drilling, logging or production equipment,
L3 including drill bits, pipe, logging tools, hand tools or any other junk that may be lost,
damaged, stuck or otherwise left in a borehole. When junk or hardware blocks the path to
continued operations, these items must first be removed from the hole.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 26, N4 COPYRIGHT /2013

SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. AND INDICATE THE LINE
NUMBER, PLEASE.
__________________________________(L )
__________________________________(L )
__________________________________(L )

TEXT N2: ORIGIN OF THE TERM FISHING:

Line nText
L1 The origin of this term is attributed to the early days of cable-tool drilling, in which a cable
attached to a spring pole repeatedly lifted and dropped a heavy bit that chiseled away at
L3 the rock to create a wellbore. When the cable parted, drillers attempted to retrieve the
cable and bit from the bottom of the hole using an improvised hook lowered on a length of
L5 new cable hung from the spring pole. Experts in art of retrieving junk from the subsurface
became known as fishermen. Over the years, their services have become highly sought
after, and the art of fishing has grown to fill a specialized niche within the well services
L8 industry.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 26, N4 COPYRIGHT /2013

SCHLUMBERGER

19
NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

FINALLY, WRITE IN ENGLISH THREE DISCOURSE MARKERS YOU FOLLOW. AND INDICATE
THE LINE NUMBER, PLEASE.

__________________________________(L )
__________________________________(L )
__________________________________(L )

TEXT N3: FISHING PROCESS

Line n Text
L1 All manner of equipment may fail, become stuck, need replacement or otherwise require
retrieval from a wellbore. Fishing operations may be needed at any point during the life of
L3 a well- from drilling through abandonment. During the drilling phase, most fishing jobs are
unexpected and are often caused by mechanical failure or by sticking of the drillstring.
L5 Sticking may also occur during wireline logging or testing operations.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 26, N4 COPYRIGHT /2013

SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH
AND INDICATE THE LINE NUMBER, PLEASE.
.
__________________________________(L )
__________________________________(L )
__________________________________(L )

20
TEXT N4:DESCRIBING THE FAULT

Line n Text
L1 Sometimes, the fault is traced back to manufacturing controls, as one operator
discovered. Having set the liner, the driller ran the bit to the top of cement. Although the
L3 topdrive stalled several times while drilling out the liner shoe the driller was able to
continue some 150m (490ft) beneath the shoe before observing erratic torque readings at
the drill floor console. Later, approximately 5.5 kg (12 lbm) of steel shavings, circulated to
surface in the drilling fluid, were recovered from the shale shaker screens and ditch
magnets, providing confirmation to the driller that there was a problem downhole.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 28, N4 COPYRIGHT /2013

SCHLUMBERGER

NOW, STATE ITS 1 PLANEMACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH AND
INDICATE THE LINE NUMBER, PLEASE.
.
__________________________________(L )
__________________________________(L )
__________________________________(L )

THEN, STATE ITS 2 PLANEMACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH
AND INDICATE THE LINE NUMBER, PLEASE.
.
__________________________________(L )
__________________________________(L )
__________________________________(L )

21
TEXT N5:TOOLS OF THE TRADE

Line n Text
L1 The type of fish and the downhole conditions dictate the fishing strategy. Numerous
innovative tools and techniques have been developed for retrieving pipe, downhole
L3 components and miscellaneous junk form the wellbore. Most fishing tools fit into one of
five categories:
L5 Junk baskets.
Milling tools.
Cutting tools.
External catch.
L9 Internal catch.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 30, N4 COPYRIGHT /2013

SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH
AND INDICATE THE LINE NUMBER, PLEASE.
.
__________________________________(L )
__________________________________(L )
__________________________________(L )

TEXT N6: TECHNIQUES FOR LARGER FISH

Line n Text
L1 Retrieving large fish, such as drillpipe or collars, requires a different approach. Many of
these jobs start with the assumption that any pipe left in the hole will likely become stuck.
L3 With no mud circulating around the fish, cuttings can settle around the pipe or the
formation might pack off, which will restrict further movement. Thus, when a drillstring
L5 gets stuck, twists off or backs off, the recovery plan typically involves freeing the fish.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 31, N4 COPYRIGHT /2013

SCHLUMBERGER

22
NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH
AND INDICATE THE LINE NUMBER, PLEASE.
.
__________________________________(L )
__________________________________(L )
__________________________________(L )

TEXT N7: ECONOMIC CONSIDERATIONS

Line n Text
L1 The decision to fish- or not- must be weighed against a need to preserve the wellbore,
recover costly equipment or comply with regulations. Each choice is fraught with its own
L3 costs, risks and repercussions. Before committing to a specific course of actions, the
operator must consider a number of factors:
L5 Well parameters.
Lost-in-hole costs.
Fishing costs.
L8 Fishing timetable.

Taken from: OILFIELD REVIEW WINTER 2012/2013: 34-35, N4 COPYRIGHT /2013

SCHLUMBERGER

NOW, STATE ITS MACROFUNCTION WITH AN (X)

Text macrofunction MARK (X)

Definition
Narration
Physical description
Process description
Function description
Instruction
Classification

FINALLY, WRITE THREE DISCOURSE MARKERS YOU FOLLOW. WRITE THEM IN ENGLISH
AND INDICATE THE LINE NUMBER, PLEASE.
.
__________________________________(L )
__________________________________(L )
__________________________________(L )

23
 EXERCISE N 1: (VOCABULARY)
READ THE TEXT GIVEN AND ANSWER THESE QUESTIONS. DO IT IN SPANISH,
PLEASE.

WHAT IS THE TEXT TITLE?

ACCORDING TO THE TITLE, WHAT IS THE MOST REPEATED WORD?

WHAT IS ITS MEANING IN SPANISH?

WHAT IS THE GENERAL TOPIC?

MAKE A LIST ABOUT TECHNICAL VOCABULARY RELEATED TO THE TITLE:

PARAGRAPH WORD IN ENGLISH LINE MEANING IN TOPIC

N NUMBER SPANISH
1.

2.

3.

4.

5.

24
 NOW, MAKE A LIST OF UNKNOWN VOCABULARY:

PARAGRAPH WORD IN ENGLISH LINE MEANING IN SPANISH

N NUMBER
1.

2.

3.

4.

5.

25
 EXERCISE N 2: (MACROFUNCTION AS READING STRATEGY)

FILL THE FOLLOWING CHART. DO IT IN SPANISH, PLEASE. READ THE TEXT GIVEN AND
INDICATE:

PARAGRAPH N MACROFUNTION VERBAL FORM DISCOURSE MARKER TEXT ORGANIZATION

IN ENGLISH:

P1. 1._____________(L )

2._____________(L )

3._____________(L )

P2 1._____________(L )

2._____________(L )

3._____________(L )

P3 1._____________(L )

2._____________(L )

3._____________(L )

P4 1._____________(L )

2._____________(L )

3._____________(L )

P5 1._____________(L )

2._____________(L )

3._____________(L )

26
After completing this unit student should be able to:

Recognize the microfunctions of the texts.

Recognize and use connectors.
Analyze and recognize the main and secondary ideas.

27
READING STRATEGIES
IDENTIFYING CONNECTORS OR MICROFUNCTION OF THE TEXTS

There is another reading strategy called connection. It allows us to understand how ideas
are developed from one paragraph to the next. Connective elements are words or phrases
that indicate the rhetorical technique the author uses to express the following
microfunctions;

CLUES:
SEQUENCE: first, second, finally, next, during, after, before, begin by, at last, etc.

COMPARISON: as, similar to, both, like, alike, in comparison, in the same way, in the
same rate, etc.

CONTRAST: different from, differs to, in contrast, however, but, although, even, etc.

CAUSALITY AND RESULT OR CAUSE AND EFFECT: thus, for this reason, in order
to, with the purpose of, for consequently, because, because of, as a result, so, etc.

EXEMPLIFICATION: for instance, such as, for example, as, etc.

EXPLANATION: that is, that is to say, i.e., namely, in other words, to explain this, etc.
Note: Secondary ideas begins by a connector. In some cases, theses connectors are
periods. it means, a period can connect two sentences, main ideas plus secondary idea

DEFINITION: to define, deals with, is a kind of, etc.

SPACE ORDER: inside, at the top, at the bottom, between, in, inner, up, down, out,
outer, etc.

ADDITION: and, in addition, too, also, or, both etc.

(adapted from Durn, R. and Pearse E. (1992) Munby, (1978) and Batista J., 2005.

28
 EXERCISE N 1: (VOCABULARY)
READ THE TEXT GIVEN AND ANSWER THESE QUESTIONS. DO IT IN SPANISH,
PLEASE.
WHAT IS THE TEXT TITLE?

ACCORDING TO THE TITLE, WHAT IS THE MOST REPEATED WORD?

WHAT IS ITS MEANING IN SPANISH?

WHAT IS THE GENERAL TOPIC?

MAKE A LIST ABOUT TECHNICAL VOCABULARY RELEATED TO THE TITLE:

PARAGRAPH WORD IN ENGLISH LINE MEANING IN TOPIC

N NUMBER SPANISH
1.

2.

3.

4.

5.

NOW, MAKE A LIST OF UNKNOWN VOCABULARY:

29
PARAGRAPH WORD IN ENGLISH LINE MEANING IN SPANISH
N NUMBER
1.

2.

3.

4.

5.

EXERCISE N2:

30
 FILL THE FOLLOWING CHART. DO IT IN SPANISH, PLEASE. READ THE TEXT GIVEN AND
INDICATE THE FOLLOWING:
PARAGRAPH N MAIN IDEA(4 CONNECTOR MEANING IN MICROFUNCTION SECONDARY
POINTS,1 SPANISH (1 (3POINTS,0.272EACH) IDEA (4.5
POINT EACH) POINTS, 0.166 POINTS,0.409
EACH) POINTS EACH)
P1. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )
P2. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )
P3. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )

P4. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )

P5. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )

EXERCISE N 2:

31
 EXERCISE N 1: (VOCABULARY)
READ LANDING THE BIG ONE- THE ART OF FISHING. TAKEN FROM OILFIELD REVIEW
WINTER 2012/2013, PAGES 26-27 (INTRODUCTION). AND ANSWER THESE
QUESTIONS. DO IT IN SPANISH, PLEASE.
WHAT IS THE TEXT TITLE?

ACCORDING TO THE TITLE, WHAT IS THE MOST REPEATED WORD?

WHAT IS ITS MEANING IN SPANISH?

WHAT IS THE GENERAL TOPIC?

MAKE A LIST ABOUT TECHNICAL VOCABULARY RELEATED TO THE TITLE:

PARAGRAPH WORD IN ENGLISH LINE MEANING IN TOPIC

N NUMBER SPANISH
1.

2.

3.

4.

5.

32
 NOW, MAKE A LIST OF UNKNOWN VOCABULARY:

PARAGRAPH WORD IN ENGLISH LINE MEANING IN SPANISH

N NUMBER
1.

2.

3.

4.

5.

NOW, FILL THE FOLLOWING CHART. DO IT IN SPANISH, PLEASE. READ THE

INTRODUCTION OF YOUR SCIENTIFIC ARTICLE.
PARAGRAPH N MAIN IDEA(4 CONNECTOR IN MEANING IN MICROFUNCTION SECONDARY
POINTS,1 ENGLISH, INDICATE SPANISH (1 (3POINTS,0.272EACH) IDEA (4.5
POINT EACH) LINE NUMBE POINTS, 0.166 POINTS,0.409
EACH) POINTS EACH)
P1. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )

33
P2. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )
P3. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )

P4. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )

P5. (MACROFUNTION)

DISCOURSE MARKER:
1._________(L )
2._________(L )
3._________(L )

34
35
 EXERCISE N 1: (VOCABULARY) UNIIT IV: INFORMATION ORGANIZERS
READ LANDING THE BIG ONE- THE ART OF FISHING. TAKEN FROM OILFIELD REVIEW
WINTER 2012/2013, PAGES 27-30 (ROOT CAUSES). AND ANSWER THESE
QUESTIONS. DO IT IN SPANISH, PLEASE.
WHAT IS THE SUBTITLE?
ENGLISH:
SPANISH:

ACCORDING TO THIS SUBTITLE, WHAT IS THE MOST REPEATED TECHNICAL TERM?

ENGLISH:
SPANISH:

WHAT IS THE GENERAL TOPIC?

ENGLISH:
SPANISH:

MAKE A LIST ABOUT TECHNICAL VOCABULARY RELEATED TO THE SUBTITLE:

PARAGRAPH TECHNICALTERM LINE MEANING IN TOPIC

N IN ENGLISH NUMBER SPANISH
1.

2.

3.

4.

5.

36
6.

7.

8.

9.

10.

11.

NOW, MAKE A LIST OF UNKNOWN VOCABULARY:

PARAGRAPH TECHNICAL TERM LINE MEANING IN SPANISH

N IN ENGLISH NUMBER
1.

2.

37
3.

4.

5.

6.

7.

8.

9.

10.

38
11.

EXERCISE N 2: (CONCEPTUAL) UNIIT IV: INFORMATION ORGANIZERS

READ ROOT CAUSES, 2 SUBTITLE FROM LANDING THE BIG ONE- THE ART OF
FISHING; TAKEN FROM OILFIELD REVIEW WINTER 2012/2013, PAGES 27-30.
PARAGRAPH STATE MAIN IDEA IN ENGLISH STATE MAIN IDEA IN SPANISH
N
1.

THEN,

CONNECTOR CONNECTOR MICROFUNCTION SECONDARY SECONDARY

(LINE NUMBER) IN SPANISH IN SPANISH IDEA N1, IN IDEA N1, IN
ENGLISH SPANISH
______._______(L3)
UNDER THE
WRONG
CIRCUMSTANCES,
(L4-5)
_____.________ (L7)
FORTUNATELY,
(L11)

AFTER THAT,
READ THE MAIN IDEA OF THE FOLLOWING PARAGRAPHS:

PARAGRAP CONNECTO CONNECTO MICROFUNCTIO SECONDAR SECONDARY

H N R IN R IN N Y IDEA IN IDEA IN
ENGLISH SPANISH IN SPANISH ENGLISH SPANISH
2. DOWNHOLE,
3. ALTHOUGH
PIPE FAILURE
MAY NOT BE
COMMON,
4. IN TODAYS
HIGH ANGLE
WELLS,
5. TO PREVENT
PIPE
COLLAPSE,
6.

7. TOOL JOINTS
SOMETIMES
BACK OFF,

39
8. SOMETIMES,
9. ALL THE
DILLER
PULLED OUT
OF THE HOLE,

TO UNDERSTAND PARAGRAPH N10 PRESENTATION AND CONTENT: READ

MAIN IDEA
MAIN IDEA IN ENGLISH CONNECTOR MICROFUNCTION MAIN IDEA IN SPANISH:
IN SPANISH

____._____

AND ITS SECONDARY IDEA DETAILS. PLEASE, WRITE THEM IN THIS CHART.

FINALLY, PARAGRAPH 11 MAIN IDEA.

MAIN IDEA IN ENGLISH MAIN IDEA IN SPANISH

AND ITS SECONDARY IDEA.

SECONDARY CONNECTOR CONNECTOR MICROFUNCTION SECONDARY IDEA IN
IDEA IN IN ENGLISH IN SPANISH SPANISH
ENGLISH
___.___

EXERCISE N 3: (CONCEPTUAL) UNIIT IV: INFORMATION ORGANIZERS

40
 AFTER READING ROOT CAUSES, 2 PARAGRAPH, MAKE A
CONCEPTUAL MAP USING THE INFORMATION ABOVE, REMEMBER
EMPHASIZE IN CONNECTORS.
DO IT IN SPANISH, PLEASE.

After completing this unit student should be able to:

Analyze and recognize the concept and main characteristics

of abstracts.
Analyze and recognize the concept and semantic moves of a
scientific article.

41
 READING STRATEGIES
RECOGNIZING THE CONCEPT AND MAIN CHARACTERISTICS OF
ABSTRACTS

a. Based on your background knowledge fill the following boxes. Do it in

Spanish please.

An abstract is:

It offers to the reader these advantages:

42
 Abstracts o resmenes

Representan un tipo de texto cuya organizacin o estructura y carga informativa los diferencia
de textos descriptivos, narrativos entre otros.

Es una representacin cuidadosa y abreviada de los contenidos de un artculo o documento,

preparado generalmente por el o los autores, para ser publicada con el artculo.

La importancia del abstract o resumen viene dada por la enorme cantidad y variedad de
publicaciones cientficas. Los trabajos publicados internacionalmente son la fuente ms
confiable de informacin actualizada, pero los requerimientos laborales no permiten a los
cientficos disponer de tiempo suficiente para la lectura minuciosa de la mayora de los
artculos relevantes para su disciplina o rea de investigacin. Los abstracts vienen a
representar una salida convincente, ya que son una fuente de informacin concisa, precisa y
adecuada.

Los abstracts permiten al estudiante o investigador buscar, identificar y seleccionar

rpidamente los artculos ms relevantes para su trabajo de investigacin.

Los abstracts pueden variar segn su extensin, el tipo de resumen y su organizacin o

estructura interna.

En relacin a la extensin, el abstract no debe ser no demasiado corto ni demasiado extenso.

Frahm (1986) demuestra que los lectores consideran inadecuados los abstracts demasiado
cortos por la poca informacin presentada, y los demasiado extensos por presentar gran
cantidad de informacin innecesaria para el propsito del mismo.

En cuanto al tipo de abstract, Dubois (1989) presenta dos categoras: el abstract de tipo
informativo y el abstract de tipo indicativo.

Al abstract informativo se utiliza en trabajos de tipo experimental e incluye informacin

especfica con respecto a la metodologa y resultados, por lo tanto es ampliamente utilizado en
las disciplinas cientficas y Ciencias de la Salud, tambin es comn en las Ciencias
Sociales.

El abstract indicativo presenta un esbozo de los contenidos en forma genrica, sin explicar
metodologa ni resultados y no es recomendable para trabajos de tipo experimental.

43
En relacin con la organizacin de los contenidos o estructura interna del resumen, existen
diferentes patrones. Bsicamente, el resumen debe incluir cuatro partes o movimientos
(moves) que representan los elementos de informacin incluidos:

1) El propsito y objetivo de la investigacin,

2) Breve descripcin del mtodo utilizado,,
3) Sinopsis de resultados,
4) Conclusiones ms relevantes.

Sin embargo, no todos los resmenes siguen el mismo patrn. Salager-Meyer (1989), en un
anlisis de resmenes de publicaciones en el rea de medicina y ciencias de la salud, logra
identificar cuatro tipos de estructura dependiendo del nmero de movimientos utilizados.

El primer tipo incluye resmenes de tres movimientos solamente: propsitos y objetivos,

resultados o sntesis de datos y conclusiones.

El segundo tipo presenta cuatro movimientos: propsitos, resultados, conclusiones y

recomendaciones; o bien, planteamiento del problema, propsitos, resultados, conclusiones y
recomendaciones.

El resumen de cinco movimientos incluye: planteamiento del problema, propsitos, resultados,

conclusiones y recomendaciones.

Y, por ltimo, los resmenes de ocho o ms movimientos: objetivos, diseo, ambiente, sujetos,
intervencin del investigador, medidas, resultados y conclusiones.

Segn Salager-Meyer (1989), un resumen bien estructurado presenta las siguientes

caractersticas:
Seleccin de movimientos: debe incluir por lo menos tres de los movimientos
fundamentales: propsitos, mtodos, resultados y/o conclusiones.
Organizacin: la secuencia de los movimientos debe representar una progresin de
ideas y estar organizada en forma lgica y natural (Ej.: el propsito debe incluirse al
comienzo del resumen, las conclusiones al final, etc.)
Estructura del prrafo: no debe existir superposicin estructural ni de contenidos
entre un prrafo y el siguiente. De ser posible, cada prrafo debe representar uno de
los movimientos del resumen.
Adems de las caractersticas sealadas por Salager-Meyer (1989), puede aadirse la
siguiente:
Redaccin: Debe estar redactado en forma impersonal, con oraciones sencillas, sin
repeticiones ni redundancias y con un vocabulario controlado.

Tomado del Delmastro, A. (1992) La Enseanza del Ingls con Fines Especficos: Diseos de
Cursos, Materiales y Metodologas. Trabajo de Ascenso para Optar a la Categora de Profesor
Titular. Facultad de Humanidades y Educacin. Maracaibo, Universidad del Zulia.

44
 Abstract N 1:
Occupational mobility and segmented labour market:
Gladys Parra de Vlchez. Magister en Educacin, Especialista en Planificacin e
Investigacin Educativa.

In contrast to the traditional neoclassical theories, new interpretations of the relationship

between education and employment, education and earnings, and occupational mobility have
arisen. This article presents the neoclassical and the new theories that intend to explain the
movements in the labour market and focuses specifically on the theory of segmented labour
markets. This theory affirms that earnings and mobility employment are related to the
position workers in different labour markets, and these differences are analyzed from the
point of view of demand.

Key words: Labour markets, segmented markets, occupational mobility.

Taken from: Omnia, Revista interdisciplinaria de la Divisin de Estudios para Graduados de la
Facultad de Humanidades y Educacin. Universidad del Zulia, Maracaibo Venezuela, Dep. Legal:
PP 95 0045- ISSN: 1315-8856. N 1. Junio 1999.

Directions:

Read the abstract given carefully.

Specify in Spanish, please.

Whats its source?

_______________________________________________________________
Whats its title?
_______________________________________________________________
Who is the author?
_______________________________________________________________
Which institution has published it?
_______________________________________________________________
Type of abstract:
________________________________________________________________
Extension:
_______________________________________________________________

Indicate the following. Do it in Spanish, please.

What is the problem statement?

_________________________________________________________________________
________________________________________________________________

What kind of research is taken place?

_________________________________________________________________________
_________________________________________________________________

45
 What is the general objective?
_________________________________________________________________________
_________________________________________________________________

What is the general conclusion?

_________________________________________________________________________
________________________________________________________________
Abstract N2:

ORGANIZATIONAL CULTURE AND THE IMPLANTATIONS OF A QUALITY MANAGEMENT

SYSTEM.

The fundamental purpose of this study was to analyze the importance of organizational culture in
implanting a quality management process in the Venezuelan oil industry. The study was
descriptive, non-experimental and transversal. The study population consisted of three groups:
nineteen (19) analysts, forty-six (46) supervisors and two-hundred fifty two (252) operators, and
control of losses in the oil industry in the State of Zulia. The survey technique with a questionnaire
was used. Findings suggest that the quality management system implemented complies with
principles laid down for it. However, in relation to leadership, this is not being applied in the best
way: better practices are needed to help improve quality management, since leaders do not
acknowledge the merits of staff members nor do they promote communication among peers.

Key words: management, organizational culture, quality management.

Takenfrom: Impacto cientfico. Revista arbitrada venezolana del Ncleo LUZ Costa Oriental
del Lago. - ISSN: 1836-5042. Dep. Legal: PP 200602ZU2811 Vol.4, N 2. Julio-diciembre,
2009. Pp. 226-252.

Directions:
Read the abstract given carefully.
Specify in Spanish, please.

Whats its source?

_______________________________________________________________
Whats its title?
_______________________________________________________________
Who is the author?
_______________________________________________________________
Which institution has published it?
_______________________________________________________________
Type of abstract: Why?
________________________________________________________________
Extension:
_______________________________________________________________

Indicate the following. Do it in Spanish, please.

What is the purpose of this study?

_________________________________________________________________________
_________________________________________________________________

What kind of research is taken place?

_________________________________________________________________________
_________________________________________________________________

46
 What is the study population?
_________________________________________________________________________
_________________________________________________________________
What kind of collecting data instrument was used?
_____________________________________________________________________
_______________________________________________________________
What are the general results?
_____________________________________________________________________
_______________________________________________________________

Abstract N3:
THE EFFECT OF MOTIVATION ON ACHIEVEMENT AND EMOTIONAL INTELLIGENCE IN
PSYCHOLOGICAL GROWTH.
Padrn Lpez, Gladys Aracelys y Snchez de Gallardo, Marhilde (URBE-LUZ, Venezuela)

Considering that the personal characteristics of individuals that make up organizations are key
elements for managerial excellence, an applied, descriptive study was conducted of the quantitative
correlations, observational, field type, with a non-experimental, trans-sectional, correlational-causal
design. The general objective was to analyze the effect of motivations on achievement and
emotional intelligence in psychological growth for people who are successful in their areas of action,
Three Lickert-type instruments were designed and validated by expert judgment; the discriminatory
power of the items and their reliability, estimated with the Alpha Cronbach co-efficient, produced rtt
=0.97 for psychological growth. Results were processed using descriptive and inferential statistics,
showing the three variables at a very high level. The relation between motivation for achievement
and emotional intelligence with psychological growth is high and positive (R of 0.820), both
expressing 67.3 % of the total variation for psychological growth.

Key words: motivations for achievement, emotional intelligence, psychological growth.

Takenfrom: Revista venezolana de gerencia. ISSN: 1315-9984. Dep. Legal: PP 199602ZU40.
Ao 15, N 49. Enero - marzo, 2010. Pp. 141-157.

Directions:
Read the abstract given carefully.
Specify in Spanish, please.

Whats its source?

_______________________________________________________________
Whats its title?
_______________________________________________________________
Who is the author?
_______________________________________________________________
Which institution has published it?
_______________________________________________________________
Type of abstract:
________________________________________________________________
Extension:
_______________________________________________________________

Indicate the following. Do it in Spanish, please.

What is the problem statement?

47
 _________________________________________________________________________
_________________________________________________________________

What kind of research is taken place?

_________________________________________________________________________
_________________________________________________________________

What is the general objective?

_________________________________________________________________________
_________________________________________________________________
What kind of collecting data instrument was used?
_____________________________________________________________________
_______________________________________________________________
What are the general results?
_____________________________________________________________________
_______________________________________________________________

Abstract N4:
CHANGING THE WAY WE DRILL
Walt Alfred, Jim Belaskie, RustamIsangulav, (Cambridge, England); Barry Crockett, Bobby
Edmondson (Cameron, Texas, USA); Fred Florence (M/D Totco, Cedar Park Texas);
SundaramSrinivasan (Sugar Land, Texas)

Automated drilling systems decrease risk to rig personnel, reduce costs and improve efficiency.
Operating these systems remotely will be the next progression in a maturing oil and gas industry,
allowing operators to utilize their most qualified experts at any location to monitor and control drilling
operations.

Taken from: Oilfield Review, Schlumberger. Spring 2005. Pages 42-47.

Directions:
Read the abstract given carefully.
Specify in Spanish, please.

Whats its source?

_______________________________________________________________
Whats its title?
_______________________________________________________________
Who is the author?
_______________________________________________________________
Which institution has published it?
_______________________________________________________________
Type of abstract:
________________________________________________________________
Extension:
_______________________________________________________________

Indicate the following. Do it in Spanish, please.

What is the general conclusion of this research?

_________________________________________________________________________
_________________________________________________________________

48
 Abstract N 5:
LANDING THE BIG ONE: THE ART OF FISHING

Enos Johnson (Hobbs, New Mexico, USA), Jimmy Land/ Mark Lee (Houston, Texas, USA), Robert
Robertson (Stavanger, Norway)

Drillers often refer to tools and equipment left in the borehole as lost. In reality, these items have
been misplaced thousands of feet below the surface. Removal of these objects from the wellbore
has challenged drillers since the earliest days of the oil field.

Taken from: Oilfield Review, Schlumberger. Winter 2012/2013. Pages 26-35.

Directions:
Read the abstract given carefully.
Specify in Spanish, please.

Whats its source?

_______________________________________________________________
Whats its title?
_______________________________________________________________
Who is the author?
_______________________________________________________________
Which institution has published it?
_______________________________________________________________
Type of abstract:
________________________________________________________________
Extension:
_______________________________________________________________

Indicate the following. Do it in Spanish, please.

What is the problem statement?

_________________________________________________________________________
_________________________________________________________________
What is the general conclusion of this research?
_____________________________________________________________________
_______________________________________________________________

Abstract N 6:
WRITE YOUR SCIENTIFIC ARTICLE ABSTRACT IN ENGLISH, PLEASE.

49
Taken from: Oilfield Review, Schlumberger. SEASON:_____ YEAR:_____. PAGES:_____.

Directions:
Read the abstract given carefully.
Specify in Spanish, please.

Whats its source?

_______________________________________________________________
Whats its title?
_______________________________________________________________
Who is the author?
_______________________________________________________________
Which institution has published it?
_______________________________________________________________
Type of abstract:
________________________________________________________________
Extension:
_______________________________________________________________

Indicate the following. Do it in Spanish, please.

What is its objective?

_________________________________________________________________________
_________________________________________________________________
What is the general conclusion of this research?
_____________________________________________________________________
_______________________________________________________________

READING STRATEGIES
RECOGNIZING THE CONCEPT AND SEMANTIC MOVES OF A SCIENTIFIC ARTICLE

50
 TASK 1: READ THE CONCEPT IN THE FOUR BOXES BELOW AND TICK (x) THE ONE (s) THAT DEFINE A
SCIENTIFIC ARTICLE.
A scientific article is:
A written summary of a research. It provides us with a brief information allowing to
search the more relevant information in a shorter time.
(Jordan, 1997)
A research consisting o seeking to describe, identify, and control relationships among
phenomena in order to study them.
(Seliger and Shohamy, 1989)
A complete piece of writing, as a report or essay that is part of a newspaper,
magazine or book.
(Webster Dictionary,1970)
A group of sentences that expresses a complete thought set off in a text page with
indentation or spacing.
(Adapted from Trimble, 1985)

Task 2: THE OTHER DEFINITIONS CORRESPOND TO:

PARTS OR SEMANTIC MOVES OF A SCIENTIFIC ARTICLE:

1. Abstract
2. Introduction (Background information, problem statement)
3. Design or method (Environment, sample, resources, data)
4. Results. (Conclusions, recommendations, acknowledgements, references)

Task 3: Write in Spanish (based on your background knowledge) what each part or
movement refers to:
1. Abstract
2. Introduction
3. Background information
4. Problem statement
5. Design or method
6. Environment
7. Sample
8. Resources
9. Data collection
10. Result-discussion
11. Conclusion
12. Recommendations
13. Acknowledgements
14. References
(Adapted from Jordan, 1997)

EXERCISE N1:

51
 Task 1: Skim the article: LANDING THE BIG ONE: THE ART OF FISHING to complete the
information required. Do it in Spanish, please.
a. TITLE OF THE ARTICLE IN SPANISH:

b. Journals name:________________________________________________________
c. Season:______________________________________________________________
d. Year of publication:_____________________________________________________
e. Author:______________________________________________________________

Task 2:
Read the complete article again and indicate which is the semantic article move according to the
subtitle. Do it in Spanish, please.
Subtitles Semantic move Semantic move Macrofunction Key words/
key words discourse markers
INTRODUCTION

ROOT CAUSES
TOOLS OF THE
TRADE
TECHNIQUES FOR
LARGER FISH
CATCHING ON
ECONOMIC
CONSIDERATIONS
TRAINING FOR THE
FUTURE
AUTHORS

REFERENCES

Task 4: Explain in Spanish; what is the objective of this research.

Task 5: Write some information about the origins of this problem. Do it in Spanish, please.

Task 6: Write some theoretical foundations for this study. Do it in Spanish, please.

Task 7: Explain which was the methods used. Do it in Spanish, please.

Task 8: State the conclusions of this research, do it in Spanish, please.

Task 9: Now, using your final conceptual map of this scientific article, write the semantic move to
each subtitle, do it in Spanish, please.

EXERCISE N2:
52
Task 1: Skim your scientific article to complete the information requested. Do it in Spanish, please.
a. TITLE OF THE ARTICLE :
IN SPANISH:

IN ENGLISH:

b. Journals name:________________________________________________________
c. Season:______________________________________________________________
d. Year of publication:_____________________________________________________
e. Author:______________________________________________________________

Task 2:
Read the complete article again and indicate which is the semantic article move according
to each subtitle. Do it in Spanish, please.
Subtitles Semantic move Semantic Macrofunction Key words/
move key discourse
words markers.
1
2
3
4
5
6
7
8
9
Task 4: Explain in Spanish, what is the objective of this research.

Task 5: Write some information about the type of research. Do it in Spanish, please.

Task 6: State its conclusions, do it in Spanish, please.

Task 7: Now, using your scientific article conceptual map write the semantic move to each subtitle,
do it in Spanish, please.

53