An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 3                    Number 81               September 21st   2002


Thousands of candles can be lighted from a single candle, and the life of the candle will not be shortened. Happiness never decreases by being SHARED





Happy Spring Day! It´s a gorgeous day here in Buenos Aires. A perfect spring day. We are alone at home. Early this morning I drove our boys to their rendezvous places where friends and coaches were waiting. The streets were filled with teenagers ready to celebrate the day. Oh! those glorious secondary school days! I was envious ( I confess). I told Omar and he said he was “more than envious”. Now I know I am not alone to share this feeling. But can we confess that we are both happy and proud our children have grown to be two healthy teenagers with a lot of friends? Will they have a picnic lunch on the grass? Will they sing “Rasguña las piedras” or “La Bamba” on the guitar? I doubt it as much as I am sure today why Spring Day is their day. Students´Day. As proud parents and teachers we dedicate this issue of SHARE to our own children, Martin and Sebas, and to all our students present and past.



Omar and Marina






1.-    Intonation Acquisition.

2.-    International Phonetics List.

3.-    Holistic English Workshops.

4.-    Recent Coinages.   

5.-    Good News from the Bs As Players.

6.-    20 Years of Emoticons.   

7.-    On the Road.

8.-    Phonetics Seminar at Universidad Tecnológica Nacional

9.-    Writing Workshop.

10-    An e-mail from Brazil.

11-    Writing Project on-line.

12-    Brits abroad.

13-    Dr Edward De Bono and his Six Thinking Hats.

14-    Maestría en Docencia Universitaria en la UBA.





Our dear SHARER Maria del Carmen Solimano wants to share this article written by Professor Steven Donahue of Broward Community College, Florida with all of us:


Intonation Acquistion by ESL Students: A Case Study


Intonation is one of the most challenging topics to cover in the ESL classroom. Steven Donahue explains that there are three aspects to the problem of intonation pedagogy. One, there is wide disagreement over the formal description of the English intonation system. Two, there is no ready consensus about the semantic contribution for each posited formal description. And, three, intonation is subject to a load factor for both native and nonnative speakers whereby many speakers will sacrifice intonation contours when concentrating on other aspects of communication.

For the ESL teacher, attempting to teach subject matter that has multiple meanings or is under-defined can be a nightmarish task. While canonical patterns may be covered in the classroom ( Yes-No, Tag Question, Wh-question), few texts even bother to give the ESL teacher or learner the skills necessary to produce intonation in a communicative manner. In order to try and find a more effective method of teaching intonation, a series of experiments were conducted in an attempt to tease out answers to the following:

1. Which intonation Categories do ESL students already come into the classroom with?
2. Is there a “goodness-of-example” Prototype for each intonation pattern in terms of gesture and facial expression?
3. Has intonation been successfully learned by ESL students?


Formal System

Put simply, intonation involves the stretching of the vocal cords. When they are stretched, the frequency or pitch is higher; when relaxed pitch is lower. Changes in pitch can reflect changes in meaning. Some of these changes might be lexical as in the meaning of a word, e.g., record (noun) versus record (verb). Some might be grammatical as in signaling a question. Other changes might reflect the mood of the speaker and signal excitement, boredom, or anger.
For the purposes of this study, 27 intonation patterns were put into a test instrument. Intonation patterns ranged from #1 Statement with a falling pattern to #27 Determined (very serious) with a series of falling slides. The full system is available for viewing at  The twelve main patterns responsive to this report are described in the table on p.27.

Semantic Contribution

For languages of the world, there seems to be “ a near-universal distinction between fall and rise expounding meanings at a level of abstraction higher than that between statement and question.” (Cruttenden, 1981: 85). In this article, I will refer to the basic level categories of intonation as Prototypes or best examples, and I will refer higher intonation abstractions as Categories.

The traditional, Aristotelian view of Categories holds that they are characterized solely by the shared properties of their members. Dogs belong to the same Category because of common characteristics such as barking, loyalty, wagging tails, and ability to mate with other canines.
George Lakoff in “Women, Fire, and Dangerous Things” calls the classical view of such categorization objectivism. Objectivism is characterized by an operation that focuses on “manipulation of abstract symbols and that these symbols get their meaning via a correspondence with the world, objectively construed, that is, independent of the understanding of any organism.” In other words, Categories involve “disembodied symbol-manipulation” and not gut or intuitive interpretation. In teaching intonation, for example, you would teach that mocking and irony patterns belong to a Category showing unexpected highlighting of what would otherwise be a plain fact so as to belie that fact.

The ESL student must operate on two levels: listen for the formal pattern and interpret the semantic significance. An intonation pattern such as “irony” would add several layers of complexity to this basic model and would only be understood from interlocking context, e.g., “Am I a teacher?” is a Yes-No question, but the sudden rise on “I” would indicate irony because it is a question that both I as the asker, and you as the listener should know. There are layers of inconsistencies that need to be sorted out to extract meaning from the utterance. It is an intonation meaning that rides atop the grammatical string. As ESL teachers, we realize that the inability of being able to extract these more complex levels of meanings (such as Categories of irony, humor, mocking) by our students leads to misunderstandings and communication failures. Underpinning these more complex Categories are Basic Categories or Prototypes. William Labov demonstrated that the linguistic categorization of household items like mugs, cups, and bowls showed that there were no clear cut lines between what constituted, for example, a cup and a bowl by participants in the study. In other words, some items were “better” examples of a Category than others. The phenomena where certain items show psychologically real degrees of membership was observed in Eleanor Rosch’s seminal experiments. These “best examples” are called Prototypes. In terms of learning intonation, the teacher would refer to the best example of a particular intonation pattern such as Happy is Up; Sad is Down or Unknown is Up ; Known is Down.

The relevant pedagogical question that must be asked for effective instruction of intonation is : “Is a particular intonation pattern best taught by referring to a Category or by referring to a Prototype or a combination of both?”

In the classical model of Categorization, we would witness the gradual emergence of intonation by ESL speakers as they constructed those contours which defined membership. Here, the ESL learner would contextualize native utterances that he or she hears and by overextension eventually get closer and closer to the native mark. Typically, ESL students overextend question intonation patterns and apply the rising Yes-No pattern to Wh-Questions. As they master question intonation patterns, they eventually use the rising pattern only for Yes-No questions and abandon it for the Wh-pattern.

On the other hand, acquisition by Prototype would be typified initially by underextension. With overextension, the student is using one pattern to cover two or more situations ; with underextension, they use two or more patterns to cover a single situation. In the same manner that a first language learner’s native Prototype might differ from a native adult’s, the second language learner may go through an adjustment, a zeroing-in process whereby the native Prototype is linked to the English Prototype. For example, an ESL learner may want to be nice to someone who is doing a good job and alternately use Coaxing or Approval intonation patterns in a seemingly random pattern during the intonation acquisition process. With both Coaxing and

Approval patterns, there is a Prototype of rising and falling, but the ESL student has not yet figured out which one is semantically appropriate for a particular context.


Load Factor

Tied in with interference from the second language is the concept of load factor. Second language learners seem to learn intonation last and throw it overboard when they get nervous. Native speakers can go monotonic when stressed as well. On the other hand, both language groups will resort back to attitudinal intonation when under heavy emotional load. It may be that under stress, intonation that is acquired by Categories may be abandoned and more basic patterns that invoke an intonation Prototype may re-emerge. Obviously, in teaching intonation, it is important to maintain a relaxed environment. In addition, under stress, this lack of adherence to intonation norms can lead to painful, ambiguous, or at times, comical misunderstandings.



Three tests were administered over the course of four months in conjunction with ESL pronunciation courses. One hundred and seven students either listened to the teacher’s live voice or the recorded test in the language lab at Broward Community College, Florida. The test results were recorded on Scantrons or directly from the Web site.


1. Pretest. Twenty-seven intonation categories were put into a multiple choice test. The teacher read the items aloud to the class.
In the pretest, which was a pure listening test without graphics students generally got an “A”.
2. Photo Test. A twenty-seven Category item test corresponding to the same categories as the intonation pretest was developed. The items were read aloud by the teacher. Here students were to couple gesture and facial expression photos while listening to the instructor’s voice. In this “goodness-of-example” or Prototype test, students did poorly and got between a low “C” and an “F”.
3. Posttest. A twenty–seven Category test was developed and given to students in a language laboratory with listening tapes.
Prior to the final posttest, many students studied the Intonation module prepared for the course and listened to the instructor’s accompanying tapes in the language laboratory.



This study sought to determine whether an adequately described unit of English intonation could be taught in the ESL classroom. In order to do this it was first necessary to determine which intonation categories ESL students are coming into the classroom with, to find any universal patterns through a goodness-of-fit test or Prototype, and to perform a posttest to assess the learning outcomes of the semester.
The following are the conclusions based on the quantitative data and descriptive analysis summarized on the preceding pages.

(1) Generally, students are coming into the classroom with stronger falling patterns than rising patterns. They seem equipped with the universal or Basic Categories as outlined by Bolinger. Prototypes such as Statements, Wh-Questions, and Yes-No as well as the Attitudinal categories of Shock, Surprise, and Determination [Anger or Dogmatic] are apparent.

(2) Secondly, in the “goodness-of-fit” Prototype experiments it was revealed that there is a great deal of polysemy or multiple readings in terms of linking expression and gesture photos to categories of intonation. A second factor here is that the more abstract the intonation Category ( Irony) the lower the score and the more concrete or salient (Determined) the higher the score, e.g., 11% versus. 78%.

(3) Next, in most cases the learning of acquisition intonation by ESL students has been markedly shown. The declines in categories that were known by the students before coming into the classroom are dramatic indicators of the re-aligning of the intonation system in terms of English patterns. On the other hand, the six-fold improvement in some Categories is strong evidence of intonation acquisition.

(4) In general, students seem to be equipped with intonation Prototypes that correspond to a great degree with English counterparts. Most intonation ESL errors in this Category seem to be from underextension of the basic Category. However, when trying to master the unfamiliar aspects of English intonation which are more abstract Categories, errors due to overextension occur.




Bolinger, D. (1986). Intonation and Its Parts. Stanford, Calif.: Stanford University Press.
Brazil, D., Coulthard, M., & Johns, C. (1980). Discourse Intonation and Language Teaching. London: Longman.
Cruttenden, A. (1981). “Falls and rises: meanings and universals”. J. Linguistics 17, 77-91.
Lakoff, G. (1987). Women, Fire, and Dangerous Things. Chicago, Ill.: University of Chicago Press.
Lakoff, G.& Johnson, M.(1980). Metaphors We Live By. Chicago, Ill.: University of Chicago Press.
Rosch,Eleanor (Eleanor Heider). 1973. “Natural Categories”. Cognitive Psychology 4:328-50.
Taylor, J.R. (1989). Linguistic Categorization. Oxford: Oxford University Press.






You are invited to join PHONETICS, an international discussion list with  over 200 subscribers in more than 30 countries. PHONETICS is a good place to  ask any kind of question you have about phonetics, to discuss  phonetics-related issues, and to network with others who share an interest in phonetics.
To join, enter your e-mail address in the subscription box field at:, where you will also find a list
 description; or send a blank email to There
 is also a sign-up box at:
 You will receive list owner approval shortly after submitting your
 subscription request.

In addition to being a general  discussion forum for those who teach or work in phonetics-related fields, the PHONETICS list was also originally intended for *students* studying at all levels of phonetics.
PHONETICS is a place to ask any kind of phonetics question at all – the  only 'stupid' question is one that isn't asked! - or to bring up any  phonetics-related topic to discuss with interested subscribers - now over  200, living in more than 30 countries around the world. Discussion lists  like PHONETICS can be a valuable resource in stimulating student interest  and motivation in a subject, and they create a sense of community – in  addition to being a handy place to go for help in a pinch. There are many  outstanding phoneticians (if you are one and are not subscribed, you're

invited too!) on the list who can give of their knowledge and experience, as  well as speakers of a large variety of languages who can offer you firsthand information about phonetic data.




Our dear friend and SHARER Maria Marta Suarez sends this invitation:


ALL Workshops

Why English for Babies?

September 28 from 10.00 to 11.30 Hs

Find out how babies are learning English as a foreign language and how you can join this network of teachers who are exploiting the huge learning potential of the first years of life.


A Holistic Class

September 28 from 11.30 to 13.00 Hs

Join us, play the role of the learner and experience the holistic accelerated learning methodology which gives teachers the tools to teach the whole of the language to the whole of the learner in 48 hours!


Lecturer: María Marta Suárez


Fees: $15 for both workshops

Venue: IACA, Holistic English Institute. Billinghurst 1741 Buenos Aires. Phone: 011-4821-0280.  / 






Our great friend and SHARER Bernardo Banega, the unmistakable Bernieh, sends us a handful of recent coinages from the world of on-line advertising. Will they ever make it to the dictionaries:

ADVERGAMING  This is an advertising technique in which the detailed product information is embedded in a computer game played online, designed to actively engage the player with the marketing message. It's aimed at young people in particular, a demographic group that is otherwise hard to reach. These games often capture information about the players which can be used in follow-up campaigns.

ADVERTAINMENT  This is marketing-speak for television adverts that are designed to be entertaining or funny, with the placement of the product played down. Some have been created by Hollywood directors such as the Coen Brothers or Spike Lee. There is now even a video-on-demand channel in the US on which you can watch your favourites.

POP-UNDER  This is a common term for a type of advertising window that appears on your screen when you visit or leave a site. Unlike the older pop-ups, which are extra windows that appear in front of the one you are trying to look at, pop-unders appear behind it, so you often only notice them when you close the main browser window.

SHOHSKELE  This is the trade name for those annoying little images you sometimes see drifting across your computer screen and which interfere with your viewing the Web page underneath. It belongs to United Virtualities, who say it was named after the middle daughter of the company founder. In April they announced another technology,
Ooqa Ooqa (which daughter is that named after?), which changes your browser's toolbar in response to any Web ad you click on.

SKYSCRAPER AD  Unlike the more common banner ads, which are bars placed across a Web page, these are advertisements that appear as vertical bars, typically down the right-hand side of the visible area, often containing snazzy Flash animations and other tricks.Sometimes also called tower ads.

STREAMIES  This is a collective term for people who view or listen to streaming video or audio over the Internet - sources such as online radio stations, webcast films and the like. The term seems to have been around online for a couple of years and occasionally turns up in newspaper articles, though it's mainly a jargon term in
limited circulation within the online advertising world.


World Wide Words is copyright (c) Michael Quinion 2002.






The Bs. As. Players invite you to our last tour 2002 in Lomas de Zamora

Date: October, Thursday 17th

Theatre: Teatro del Colegio Inmaculada Concepción, Boedo 265


2:00 pm: Peter Pan, The King of Neverland, musical comedy for EGB1. $4

4:00 pm: Frankenstein, a defrosted truth, musical comedy for EGB2. $5

8:00 pm: Butterflies are Free (by L. Gershe), comedy for advanced students. $6


During September and October you can also see “Butterflies are Free” every Tuesday at 8:00 p.m . at Teatro Santamaría (Montevideo 842) 


Reservations, doubts, comments,etc.: 011-4812-5307 / 4814-5455,

e-mail: or 






Our dear SHARER Carlos Mazzochi from Longchamps sends us this article to mark the 20th anniversary of emoticons:  

On the twentieth anniversary of : ), read our guide to the history of smiley language
by Sam Mohun
Thursday September 19, 2002 - The Guardian,3858,4504528,00.html

1. Twenty years ago today a computer scientist from the Carnegie Mellon University, Pittsburgh, USA named[1] Scott Fahlman first suggested the use of a[2] smiley, or emoticon, as a way of expressing sarcasm of irony in emails to the humourously challenged. ;-)

2. Fahlman's September 19 1982[3] message posted on a university message board has gone down in internet folklore as the year zero of smiley language. :-)

3. Fahlman explains the origins of the emoticon in his [4]smiley lore.The emoticon has become so popular that an [5]Emoticon News Bureau has been created to monitor events in the world of the smiley. :~/

4. Yet despite this momentous invention, Fahlman has [6]never made a penny from it. He did not realise what a popular new language he had invented on that September day, he never thought to patent it or even to keep a record of the day himself. :-(

5. However, a debate has arisen over whether Fahlman is the true inventor of the smiley. According to the [7]Internet Tip's brief history of the smiley, a man called Kevin MacKenzie sent the first smiley in an email on April 12 1979. His emoticon was the symbol -) meaning "tongue in cheek". 8-]

6. No matter who invented it, the [8]Hacker's Dictionary describes the emoticon as a vital way to prevent misunderstandings between hackers that could lead to arguments and [9]flame wars! :-0

7. Smileys have evolved so far that they are now used in everyday [10]internet conversations along with other abbreviations such as lol and brb. The [11]Newbie Profile provides a useful, if somewhat confusing guide to using smileys in messages. 8~/

8. In March 1993 O'Reilly & Sanderson published a 93-page emoticon dictionary by [12]David Sanderson. This has become the bible of emoticon users but is rapidly becoming out of date. The [13]Smiley Dictionary is just one of hundreds of internet dictionaries that detail the many uses of the smiley. :-P

9. Not everyone is so taken with smileys though. [14]Penn Jillette, the American comedian and magician, described the smiley as "the hateful :-) which means 'just kidding' and is used by people who would dot their i's with little circles and should have their eyes dotted with Drano".
Neal Stephenson is another smiley-hater and has been credited with founding the canonical anti-smiley screed. :-@

10. Among the more obscure smileys are: =):-) [15]Uncle Sam, +-(:-) [16]The Pope, %-~ [17]Pablo Picasso, 7:-) [18]Ronald Reagan and 2:-) [19]Elvis. 8-)







Our dear SHARER Ximena Faralla writes to introduce her theatre company “On the Road” to all the SHARERS:


On the Road is a theatre company which provides students and teachers with lively and appealing plays in English for entertainment on an easy-going educational basis.


Our plays have been originally written or adapted to arouse students´ creativity and trigger potential pointers for language learning through contextualization and enjoyment. Written on a multitarget level, On the Road plays assert that through a whole use of the senses children, regardless of their age, can understand and enjoy any story.


On the Road Theatre Company brings the magic of theatre to your school. Each show is tailor-made to suit the needs and adapt to the facilities of each school, from a professional theatre stage to the very classroom.

Our Shows this year are "SNOW WHITE 2002" and "DRACULA?". Both mostly enjoyed by 6 year olds and up.


We also hold Storytelling Sessions at your school. Storytelling is the art of taking printed words and giving them life. Sharing and creating a common experience in storytelling aids in the development of children's ability to interpret events beyond their immediate experience. Their world view is expanded through story experiences in a non-threatening and loving atmosphere.


A fantastic tool which develops listening skills and a positive attitude for  reading, storytelling is an excellent means of introducing children to the wonderful world of books. It may aid in development of an ethical value system and it may help them appreciate their own cultural heritage, as well as the heritage of others. Excellent resource as a cross-curricular activity, it also aids in vocabulary development while it entertains and amuses the child.

Our proposal is to aid the teacher in the classroom by bringing classical characters to tell either stories which are being worked in the classroom or extra stories which will amuse and entertain the students.


We are currently offering our BEAUTY AND THE BEAST session for Kindergarten and 1st formers. Consult us on our special CUSTOM MADE service!


All shows and Storytelling Sessions are written and directed by Ximena Faralla. Ms Faralla has been a teacher for over fifteen years and an actress for nearly twenty. Ximena has run Drama Workshops for children since 1994 writing and directing her own plays customised to the groups interests and needs.    4568-7125





Our dear SHARER Alejandra Jaime from English and Fun announces:  


Universidad Tecnológica Nacional

English & Fun      Kensington Schools of English    Anglia Examination Syndicate

Invite you to the following seminar for ELT Teachers and Trainee Teachers:  


The Diversity of Accents within the English Language

Spot the major pronunciation features of Estuary English, General American and  the Australian Model .

All ESL/EFL teachers should become aware of the most recent changes affecting the pronunciation of English, regardless of the model they follow !

Get a few teaching ideas to fully exploit these changes in the classroom !


by Christian W. Kunz

Christian Kunz is an EFL teacher, teacher trainer and Director of Studies at Kensington Schools of English, Buenos Aires. He has also taught ESL/EFL in the UK and Australia,and has recently run workshops for EFL teachers in Holland.

He has been lecturing on ESL/EFL Methodology and Advanced Language for teachers all over Argentina since 1997. He has been involved with the Anglia Examinations Syndicate Testing Services since 1996, and was appointed their Academic Representative in South America in 1997. He holds the Cambridge/RSA Cert./Dip.ELTA. His main interests are "Evolution and Change in Spoken English", "Diversities of English Accents" and "ESL/EFL Teaching Resources".


Saturday, October 5 - 09.30 a.m. - 01.00 p.m. at Universidad Tecnológica Nacional -

Av Triunvirato 3174 – Auditorium 2nd  floor - Ciudad de Buenos Aires



English & Fun : (011)  4957 - 5285 //

Kensington Schools of English : (011) 4243-3589 //

UTN :  

Fee :  $ 3 (three pesos) - Certificates of attendance will be issued.  /






Our dear friend and SHARER Susan Hillyard announces the second of her successful writing workshops:


Write On Two!

An interactive workshop, exploring pathways to find our own and our students' creative selves. (This is a follow up to the workshop held on Saturday 31st August, but newcomers are welcome.)


Topics:   What is creativity? How do we find it? How do we start the process of              creative writing within ourselves and within learners ?


We'll work on changing perceptions, raising awareness of "well-being", finding our creative selves, writing creatively, having fun together, inspiring each other and laughing together in a safe and unthreatening atmosphere. Participants will leave with lots of ideas and techniques to use at home and in the classroom the following week.


Hosted  by Susan Hillyard


Saturday, 28th September 2002. 9:00 AM to 12 noon

at: The Auditorium - Wellspring School - Las Camelias 3883 -Del Viso

$10 Please reserve your place on: 02320-470448/473069






Our dear SHARER  Lucianne Krauser from Curitiba, Brazil sent us this mail. We would like to encourage our dear SHARERS to get in contact with her directly at her own e.mail address or through us at


Dear Omar and Marina


My name is Luciane Krauser. I am a physically disabled person, I have cerebral palsy and I am a wheelchair user. I graduated in English 5 years ago and when I entered in college my idea was to work as a translator. However, after some time I realised I did not fit in the profession. Therefore, I decided to become a teacher in spite of all the difficulties I would have to overcome. I'd like to contact other SHARERS who work with Learners with Special Needs. I am especially interested in knowing more about strategies to "compensate" for my physical limitations.

I also would like to contact SHARERS who work as private teachers. I'm planning to work as a private teacher, however, this is a very demanding task and it would be wonderful to learn from more experienced colleagues.



Luciane Krauser

Curitiba - Parana – Brazil - e-mail:






Do you want to improve your writing skills? Do you want your students to engage in a computer-assisted language learning project? Here´s some good news from Finland:

You and all others (teachers with classes and individual students) can participate in the online DiscussIt courses that I have been organising globally free of charge for years. At the moment there are two courses running, the International Writing Exchange(IWE) with two groups, advanced and intermediate, and the new Technical Writing Exchange (TWE) with a group  for upper intermediate to advanced level students only. The courses are run  in six-week modules.
For more details, see the course handouts: and
Ruth Vilmi /





Our dear SHARERS from the Hellen Keller Institute in Bahía Blanca writes to us:


The Helen Keller Institute cordially invites you to:


on Saturday 5 October - 11.00 to 13.00 hrs


Even the polite, formal and well-behaved British let their hair down on holiday - the men let their shorts down and the girls lift their tops up too. Try to escape on your lilo as you witness an invasion of Brits holidaying abroad.

This self-contained workshop has been designed for teachers of English, Profesorado students and advanced level students of the language.


Presenter: Jeremy Goodchild from London.

Venue: HK Institute, Necochea 354, Bahía Blanca, tel. 482 1468

Fee: $12 for APIBB & SEA members, Profesorado & HK students, state school teachers & group bookings of more than four people. $15 for all others.

Certificates of attendance will be issued.






Our dear SHARER Marisa Da Cunha sends us this invitation:


Siguiendo con el entrenamiento y aplicación de su teoría “Aprender a pensar”, el Dr. Edward de Bono dictará un seminario gratuito llamado "Un aula para pensar, un propuesta diferente” el 24 de setiembre a las 18:00 horas en el Colegio Eccleston (Sede Lanús) 25 de Mayo 793. El temario será: “Lecciones Cort” y “Seis Sombreros para pensar”. Para informes e inscripción comunicarse al 4243-1863 / 4241-0729 (vacantes limitadas).




Curso Introductorio a  la  Maestría  en  Docencia Universitaria. 


Del 26 de setiembre al 28 de  noviembre de 2002, en la Facultad de Filosofía y Letras
de la UBA se dictará  un  Curso  Introductorio  a  la  Maestría en Docencia Universitaria.
El objetivo es difundir la oferta de formación en Posgrado que significa la Maestría e informar sobre sus contenidos y  actividades  que  desarrollarán los diversos Núcleos Problemáticos.  Los distintos módulos  serán  dictados por  Elisa  Lucarelli,  Norberto  Fernández  Lamarra,  Pedro Krotsch, María Teresa Sirvent y Marta Souto.
Las  clases  -que no serán aranceladas- se desarrollarán cada dos  semanas los jueves en el horario de 18 a 21 hs, a  partir  del  26  de  setiembre y hasta  el  28  de  noviembre.

Para  participar de esta actividad deberán inscribirse en  la  Secretaría  de  Posgrado  de la Facultad de Filosofía y Letras, Puan 430,  de  13  a 19 hs.  Para mayor información:  4432-0606 Int 189.




Today (and most befitting the change of season) we will say goodbye with a poem about spring and love that our dear SHARER  María Martha Espíndola from Misiones has sent us. Maria Martha wrote it herself in 2000 and now shares it with all of us:  



After Autumn


The wind beats ceaselessly upon my face.

The air is filled with your memory.

Spring is here and yet

I cannot find the strength I used to have

It seems to me that nothing

can bring back the time

We never had,

The kisses we never gave

The hours of love we never had together

And When I see them walking hand by hand

I figure what it could have been and never was

And again you are here.

And again you are not.





Omar and Marina.


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