Write a 450 to 500 words essay explaining how you would introduce the issue of

deconstruction in a class of secondary.

Deconstruction applied to Biology: the death of the author is a linguistic theory written
by Roland Barthes. Barthes argues against the method of reading and criticism that relies
on aspects of the author's identitytheir political views, historical context, religion,
ethnicity, psychology, or other biographical or personal attributesto distill meaning
from the author's work. In this type of criticism, the experiences and biases of the author
serve as a definitive "explanation" of the text. Anything created can be read by another
person. He argues that when a text is decrypted by another one, there is a multifaceted
manifestation of different cultures, ideas, languages, beliefs, theologies, etc.

Firstly, I would approach the definition of evolutionary biology which is a branch

within the broad field that is the biology, which studies the origin of the species, as well
as their descendants, changes, multiplication and diversity over time. That is, both the
origin of the species and their evolution throughout history.

Students have to deconstruct evolution examples, so they can be aware of many

shapes that a final product can have. So, our students are going to identify why a specie
is like we know nowadays, postulating a theory of the origin of that specie. Many theories
can be accepted, but I pretend to show how depending on the person, and as a
consequence, depending on ideas, beliefs, cultures, etc., from a text, or image are drawn
several ideas.

A fishs population of the specie X, all individuals are very susceptible to a fungus of
the skin that diminishes their biological effectiveness. That fungus has been presented in
the habitat and the fish have had defense against it, but now they are susceptible to the
fungus.

Some student can say that mutation could occur in the fungus that would increase its
biological efficiency so it would be favored, but this mutation harms the specie X, making
them susceptible and that the defenses against the fungus no longer act against the
mutated fungus.

Other student can say that mutation could occur in the specie X. The defense against
the fungus has been modifies by the mutation, so now the specie is susceptible to the
fungus.
 Another example to deconstruct could be this image:

In this case, our students have to deconstruct and image, not a text. They would be
asked why this insect has those horn.

Some students could answer the reason is that horns are a striking trait for females so
it increases their biological efficiency.

Other students, could have another point of view, and that the horns are for defense
against other species

These examples show to our students that depending on who read a text or who watch
an image, they can be interpreted by many ways.