An Electronic Magazine by Omar Villarreal and Marina
Number 43 December
of candles can be lighted from a single candle, and the life of the candle will
not be shortened. Happiness never decreases by being
Great and hectic week. Like everyone else´s in our profession. It´s the end
of the academic year again : make-up, "compensación", "coloquio", "libretas",
examinations. In these days when we are confronted with the need to make
judgements about others, to evaluate others, to tell
right from wrong and especiall when "right" seems to be what we do or as
we do it and what we know, and "wrong"· is always what the others do or as
others do it and what they know, we found a message to SHARE with you. If you
are the kind of person who believes "After all I am the teacher, I am the one who knows, I have
to rescue them from evil", you will probably not be able to understand this
message... and "that" is a real pity and shame.
Each time we pass judgement about others these days,
every time we fill in a record with somebody´s mark, let us remember that :
"It is unwise to be too sure of one's own wisdom. It
is healthy to be reminded that the strongest might weaken and the wisest might
Mohandas K. Gandhi (1869-1948)
1.- La mente del principiante.
2.- Teachers and Students Congress: After Necochea.
3.- Popular Ideas about Language
Learning.4.- NLP in 2001 ? Planning
5.- A Sense of
6.- Titularización en Provincia de Buenos
7.- Bernieh´s Corner.
8.- More on British and American
10.-APIBA SIG´s for 2001.
11- The Secrets of Writing.
12- Some People have all the Luck.
13.-What is a book?
15- Call for ESP Articles.
16.-Fake Virus Warning : Beware of "Badtimes"
17- Useful Internet
1.- LA MENTE DEL PRINCIPIANTE
Our dear and very active SHARER Christian Fernando
Duarte Varela from Córdoba email@example.com has sent us this brilliant piece for reflection:
La mente del principiante es
una mente abierta,
una mente vacia,
una mente dispuesta,
y si escuchamos de verdad
con mente de principiante
es posible que empecemos a oir realmente.
Porque si escuchamos con una mente silenciosa,
lo mas libre posible del clamor de ideas preconcebidas,
se crea una posibilidad de que nos penetre la verdad
de las enseñanzas y de que el sentido de la vida
y la muerte
se haga cada vez mas asombrosamente claro.
Dicen que un viejo maestro Zen dijo que cuando aprendieramos algo
ojala lo hicieramos con una mente de principiante, ya que ese tipo de mente
siempre tiene algo que aprender no asi la mente del 'experto', que ya lo sabe
todo o cree que lo sabe.
Worth giving it a thought, don´t you think? Especially if you are or
think you are or wish to be within the sophisticated lot. May God give us
all the open mind of the beginner and the wisdom and experience of the
good old listener.
TEACHERS AND STUDENTS CONGRESS : AFTER NECOCHEA
The 7th Congress of Teachers and Students of English held in
Necochea, Pcia de Buenos Aires on 12th, 13th and 14th of October 2000 is
over. It was an astounding success with 414 participants ( roughly 70 per cent
of which were students) and the some of the biggest names in the ELT scene
of our country in the roster of presenters.
The Congress had the official auspices of the Dirección
General de Escuelas de la Provincia de Buenos Aires and the Instituto Nacional
Superior del Profesorado
Técnico de la Unversidad Tecnológica Nacional.
An important feature of the 7th Congress was the
schedulled meetings of members of the Honour Committee to discuss
the organization of the future events in particular and the shape
of the association or centre or committee that was going to be
responsible for the future of the Congress in general.
The Honour Committe was made up of all the past presidents (
with the exception of the President of the Salta Congress and the Córdoba
Congress, Julio César Gimenez who sent a letter of support and accepted a a
position in the new Committee), members of the founding Committee (Mendoza
1993) and lecturers
who had historically been plenarists and workshop leaders at all
or most of the
Congresses held so far, like Ms Susan Hillyard or Dr Fernando
As a result of the deliberations a name for the new structure
was agreed upon:
Argentine Forum for Teachers and Students of
English and an Organizing Committe ( Comisión Promotora y
Organizadora ) was chosen whose functions will be to draft the "Estatutos" and
decide on a system for the election of the future Executive Committe.
It was also decided that in principle the Forum will not
recruit members (as this is a function of the local Associations belonging to
FAAPI) and that the function of the Executive Committee will be that of
supporting and supervising the work of the Local Organizing Committee for each
The next three locations and organizers of the Congress will be:
2001.- Mendoza -
Grupo Crack Teatro- Profesores y Estudiantes
de Inglés de la Universidad Nacional de Cuyo.
2002.- City of Buenos Aires -
Profesores y Estudiantes de Inglés del INSPT
de la UTN.
2003.- Bahía Blanca-
Profesores y Estudiantes de Inglés del Instituto Superior del Profesorado "Juan XXIII"
The Members of the "Comisión Promotora y Organizadora"
are the following:
President : Prof. Rubén Scattareggi
Founder of the Congress and former President 1993
& 1994 . Universidad Nacional de Cuyo
1st Vicepresident: Prof. Susan Hillyard
Plenarist at all past Congresses. Instituto de
Enseñanza Superior en Lenguas Vivas "Juan R. Fernandez"- Ciudad de Buenos
2nd Vicepresident: A student to be appointed.
Secretary : Lic. Efraín Davis. M.A.
Universidad Nacional de Quilmes
Undersecretary : Lic. Susana Trabaldo
Universidad de La Matanza
2nd Undersecretary: A student to be appointed.
Treasurer: Prof. Marcela Ramos M.A.
Former President San Juan 1995. Presenter in all
Universidad Empresarial Siglo 21- Córdoba.
Undertreasurer : A student to be
1st: Prof. Eduardo Quintana.
Former President Santa Fé 1998.
2nd: A student to be appointed.
3rd: Dr. Fernando Armesto PhD.
Presenter in 4 past Congresses.
Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional.- Ciudad de Buenos
4th: A student to be appointed
5th: Prof. Ana Mónica Altamirano M.A.
Instituto Superior del Profesorado "Juan XXIII"-
1st : A student to be appointed
2nd: A student to be appointed
Overseers (Revisores de Cuentas):
1st: Lic. Andrea Coviella.
Instituto Superior de Formación Docente Nro 41-
2nd: Prof. Julio César Gimenez M.A.
Past President Córdoba 1996. Universidad Nacional
3rd: A student to be appointed
A period of a month was agreed upon during which students could
apply to become Members of the Comisión Promotora y Organizadora. That period
was over last Saturday 18th November. The students who have submitted their
applications are the following:
1.- Elisabet Guber.
Instituto Superior del Profesorado Juan XXIII -
2.- Maria Candela Araneta.
San Cayetano, Pcia de Buenos Aires.
3.- Mariángeles Attademo.
Instituto Juan N. Terrero - La Plata
4.- Patricia de Souza Martinez.
Instituto Superior del Profesorado "Joaquín V
Gonzalez" - Ciudad de Buenos Aires.
5.- Valeria Cerrullo.
Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional
6.- Mauricio Castillo.
Instituto Superior del Profesorado Juan XXIII -
7.- Soledad Sazatornil.
Instituto Superior del Profesorado "San José" -
8.- Juan Pablo Ratuszniak.
Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional
9.- Gustavo Gimenez.
Instituto Superior de Formación Docente Nro 41 Pcia de Buenos
10.- Natalia Fabiola Muguiro.
Universidad Nacional de La Pampa
All these students have been invited to attend the next meeting of the
Committee that will be convened by the new President, Prof. Scattareggi .On that
occasion there will be a vote to choose which students will fill in the
positions that have been reserved for the representatives of that sector.
My function at the helm of the Congress has finished and as I said in my
address to the plenary in the closing ceremony "I am happy to have
contributed,in my own small way,to the institutionalization of the Congress" .
From now on, all further requests for information, querries, and all questions
related to the Forum or the coming Congress in Mendoza should be
submitted to The President of the Organizing Committe of the Forum
: Prof. Rubén Scattareggi firstname.lastname@example.org
3.- POPULAR IDEAS ABOUT LANGUAGE
Mercedes Rossetti, Chair ESP Interest Section of Argentina TESOL
"In the attachment you will find one of the presentations at the
PDS (Professional Development Sessions) that took place on Saturday, November 18
at Facultad de
Filosofía y Letras, UBA, Buenos Aires. These sessions are
open to all members of ARTESOL and the English Language Teaching community and
are aimed at enhancing the teaching of English as a Foreign Language.
about Language Learning: Facts and Opinions
Some things to think something
November 18th, 2000-11-20 Language
Presenter: Sue Ann Hirshchmann -
Lightbrown and Spada. 1993.,
"Popular Ideas About Language Learning: Facts And Opinions" How languages are
learned, Oxford Handbooks for Language Teachers, Oxford University Press,
Chapter 6, pp107-110
Vygotsky, L. S. Mind in society,
The Development of Higher Psychological Processes. Harvard University
are learned mainly through imitation.
Language learners create their own
system of rules through the development of hypotheses about how language
Some learners imitate a great deal,
yet their language does not develop faster or better that that of children who
2.- Parents usually correct young children
when they make grammatical errors
Parents tend to focus on meaning
rather than form. Errors which do
not interfere with successful communication are rarely
3.- People with high IQs are good language
In classroom settings where the
emphasis is on learning ABOUT the language (grammar rules vocabulary
items.) they tend to do well,just
like in other academic subjects. In classrooms where language acquisition thru interactive language is emphasized,
research has shown that learner
with a wide variety of intellectual abilities can be successful language
4.- The most important factor in second
language acquisition success
a.- there are differences in lang.
b.- Research suggests: a circular
cause and effect relationship between
motivation and success in second language learning- The more one succeeds, the greater one's
motivation; the greater one's motivation, the more one
c.- Foster positive
5.- The earlier a second language is
introduced in school programs the greater
likelihood of success in learning.
It depends on the objectives of the
social particular context.
Objective: native-like or near native-like
performance in ESL, then as early as possible. Children from minority language
backgrounds, an early emphasis on the second language (the lang of the majority)
may lead to academic and personal problems. Necessary to promote the first
Objective: basic communication :
when the is a commitment to maintaining and developing the first language it may
be better to begin later.
6.- Most of the mistakes which second
language learners make are due to
interference from their
The transfer of patterns from the
native language is ONE cause, but more significant is overgeneralization of the
target language rules. Learners from different lang backgrounds make the same
errors when learning a particular second language .When errors are caused by an
overextension of some partial similarity bet the L1 and L2 , the errors may be
specially hard to overcome.
7.- Teachers should present grammatical
rules one at a time, and learners
practise examples of each one before going on to another.
Language learning is not linear in
its development. Learners may use a particular form
accurately at one stage in their development and fail to produce that form
correctly at another.
8.- Teachers should teach simple language
structures before complex ones.
No matter how the language is
presented to learners, certain structures are acquired before others.
like patterns intuitively increase the complexity of their lang as the learner's
9.- Learners' errors should be corrected as
soon as they are made in order to
the formation of bad habits.
Errors are a natural part of lang.
Learning. True of L1 and L2.The
errors reveal the patterns of learners developing interlanguage systems. (The
learner's developing second language knowledge. It may have characteristics of the
learner's native lang, characteristics of the L2, and some characteristics which
seem to be general and tend to occur in all or most interlanguage systems.
Interlanguages are systematic, but
they are also dynamic, continually evolving as learners receive more input and
revise their hypotheses about the second language.) Excessive error correction can have
a strong negative effect on motivation.
10.- Teachers should use materials that
expose students only to language
structures which they have already been taught.
Consequences of restricting classroom
materials: loss of motivation when there is no
challenge. Students will not learn to "deal
with" authentic situations.
Will not be exposed to variety of
forms and structures.
11.- When learners are allowed to interact
freely (for example, in group or
pair activities), they learn each other's mistakes
L2 learners do not produce any more
errors in their speech when talking to learners at the same level of proficiency
than when they talk to more advanced learners or natives. They can provide
corrective feedback in group work interaction.
12.- Students learn what they are taught.
Natural sequences of development:
teach things that are too far away from the learner's current stage of
development will be frustrating.
(ZPD: Zone of Proximal development?). Research shows that learners learn
a lot of things that they are not taught, they use their internal learning
mechanisms (LAD: a metaphore for the innate knowledge of the "universal
principles common to all human languages.
The presence of this knowledge permits children to discover the structure
of a given language on the basis of
a relatively small amount of input (to discover many of its complex rules and
4.- NLP IN 2001
? PLANNING AHEAD.
Our very dear friends and SHARERS,
Jamie Duncan email@example.com
Laura Szmuch (new e-mail: LauraSzmuch@aol.com ) are planning ahead to their
"We are currently organising our courses for next year and will keep you
updated on these as everything falls into place. For now, we have the
Practitioner Certificate in NLP for
A new group will start on Saturday April 7 on this
12-module course leading to an international certificate. Those who would
like more information can register for a free introductory talk to be given on
Saturday 24 March in Capital Federal. Written material on the course is
available upon request.
Master Practitioner in NLP
We are pleased to announce that we will be running a
Master Practitioner course for those who have completed the Practitioner
Certificate with us or at another institution. The first module will be
held at the end of April.
We are available for workshops or
short courses in the provinces or at your workplace. We do have limited
weekends available so it is a question of first come, first served.
Contact us if you are interested.
Jamie and Laura publish a superb
electronic magazine called "RT News" .To subscribe simply send a mail to mailto:firstname.lastname@example.org
with your name and city stating 'subscribe' in the subject box. We
are sure you won´t regret it! You can also visit their web site www.resourcefulteaching.8k.com
for articles and background to their
5.- A SENSE OF HUMOUR
Our dear SHARER, Eileen Banks from beutiful Necochea wants tio SHARE this
bit of hyumour with all of us:
sure you will enjoy this! Sounds like SHARE material, doesn't
first job was working in an orange juice factory, but I got canned
I worked in the woods as a lumberjack, but I just couldn't hack it,
so they gave me the axe.
that I tried to be a tailor, but I just wasn't suited for it. Mainly
because it was a so-so job.
I tried working in a muffler factory but that was
wanted to be a barber, but I just couldn't cut it.
I tried to be a chef--figured it would add a little spice to my life
but I just didn't have the thyme.
I attempted to be a deli worker, but any way I sliced it, I couldn't
cut the mustard.
best job was being a musician, but eventually I found I wasn't noteworthy.
studied a long time to become a doctor, but I didn't have any patients.
was a job in a shoe factory; I tried but I just didn't fit
became a professional fisherman, but discovered that I couldn't live
on my net income.
about becoming a witch, so I tried that for a spell.
managed to get a good job working for a pool maintenance company, but
the work was just too draining.
got a job at a zoo feeding giraffes but I was fired because I wasn't
up to it.
then I got a job in a gymnasium (work-out-center), but they said I
wasn't fit for the job.
I found being an electrician interesting, but the work was shocking.
many years of trying to find steady work I finally got a job as
a historian until I realized there was no future in it.
last job was working at Starbucks, but I had to quit because it was
always the same old grind.
got any ideas? I'm open for suggestions .........maybe you have
something that works..........because I don't.
6.- TITULARIZACION EN PROVINCIA DE BUENOS
The letter that we reproduce below
was circulated last week directly from the
provincial Ministry of Education
(Dirección General de Escuelas y Cultura) to all
Heads and teachers in the province.
It was signed by Lic José O. Bordón, Director General
de Cultura y Educación and Mario Oporto, Subsecretario de
"Estimado/a Director/a y Equipo
Nos dirigimos a Uds. con referencia
al proceso de titularización que hemos encarado en forma reciente. Por ello,
queremos compartir algunas reflexiones que acompañan la medida por la cual se
procederá a la cobertura del 85 % de los cargos
Desde el inicio mismo de nuestra
gestión comenzamos a acelerar la cobertura de los cargos de titulares. De ese
modo, en los primeros meses del año 2000 se completo el 50% de las vacantes en
los distintos niveles.
Hace pocos días dimos la indicación
al Tribunal de Clasificación para que en los próximos meses complete la
titularización conforme al Estatuto del Docente del 85% de las vacantes
Esto significa otorgar la
titularidad a docentes con título. Nos mueve una firma convicción: la necesaria
profesionalidad del docente y el reconocimiento de los esfuerzos de aquellos que
durante años se dedicaron a formarse tanto en la Universidad como en nuestros
Institutos de Formación Docente.
También aspiramos a que esta medida
ayude a la concentración de horas en el mismo establecimiento, combatiendo en
forma práctica la situación de los llamados "profesores
Asimismo, decidimos tener en cuenta
especialmente el Tercer Ciclo y el Polimodal, ya que es allí donde se concentra
el mayor número de dificultades. En este marco, para los casos excepcionales que
merecen ser considerados, estamos trabajando junto a los legisladores por una
ley que dé una respuesta adecuada y puntual a esta
Creemos que estas determinaciones
contribuirán a la mejora de la calidad del servicio educativo resolviendo
simultáneamente la situación de inestabilidad laboral de muchos
Saludamos a todos agradeciendo los
esfuerzos que realizan, aún en condiciones adversas, para que nuestros niños y
jóvenes tengan un futuro
7.- BERNIEH´S CORNER
Hey, Dear SHARERS!
Here is a piece of news on
a recent change in the English spelling for the word "sulphur" (now "sulfur",
like its American counterpart), and a lot of interesting items about how some
spelling differences were born on this side (and up) of the Atlantic Ocean. It
comes from an authoritative source, Michael Quinion (visit his Web site:
The Case for and Against the Spelling
"Americans will perhaps class this spelling as
another example of the olde-worlde quaintness of British life, since they have
for the better part of two centuries been used to 'sulfur'. In this, they are
now joined by the Qualifications and Curriculum Authority in Britain, who sent
advice last week to head teachers that 14-year-olds taking school tests in
science should adopt what was described as "internationally standardised"
versions of this and other words, like 'fetus'.
A number of British newspaper commentators and
teachers expressed opinions
on this change, with varying degrees of apoplexy,
that were partly based on a jingoistic feeling that, well, we invented the damn
language, why should we have to conform to the way other people want to spell
it? The phrase "American cultural imperialism" was also used. The School
Standards Minister, Estelle Morris, told the QCA to think again (they don't have
to and they're not going to: they're an independent agency). The Conservative
opposition education secretary, Theresa May, said the ruling was ridiculous and
would only confuse teachers and pupils. All this despite the fact that the QCA
had emphasised that "British English spelling should not be
Nobody is suggesting British people change these spellings
for all purposes, only when using them in scientific contexts. The Royal Society
of Chemistry rushed out a press release the next day to support the QCA,
pointing out that standardisation is especially important for ease of
communication (like looking things up in databases, for example, where variant
versions of common terms are a bugbear). The Society added that standard
chemical nomenclature already specifies the 'f' forms of words like 'sulfur'
following agreement by the International Union of Pure and Applied Chemistry
(IUPAC) in 1990.
The difference in spelling, and the current controversy
resulting from it, must be laid at the feet of the late Noah Webster, a
humourless and deeply religious schoolmaster cum failed lawyer who, after 15
years' work, published his _American Dictionary of the English Language_ in
1828. One cannot imagine an individual less well suited to the creation of a
dictionary; he knew very little of other languages, his ideas about etymology
were based more on religion and wishful thinking than historical fact (he
thought all languages derived from ancient Chaldee), and he had this bee in his
bonnet about simplifying the language by removing unnecessary letters from
His most influential book was not the _Dictionary_, but the
earlier _American Spelling Book_, which went through about three hundred
editions during his lifetime and after. This was very conventional by the
standards of his day. It was only later that he began to advocate spelling
reform, especially in a piece with the splendid title _An Essay on the
Necessity, Advantages and Practicability of Reforming the Mode of Spelling, and
of Rendering the Orthography of Words Correspondent to the Pronunciation_,
published in 1789.
His aim was to remove all extraneous letters from
words and he put forward
a whole range of suggestions to this end. His aim
was also political: he wanted to make American orthography distinctive and
through this to help weld the disparate 13 founding colonies into a nation. By
1806, though,when he published his first dictionary, he had backtracked on the
more outlandish of his ideas, saying "it would be useless to attempt any change,
even if practicable, in those anomalies which form whole classes of words, and
in which, change would rather perplex than ease the learner" (still a strong
argument against spelling reform).
Because of his spelling revisions in
the 1828 dictionary, Americans now write 'color', 'jewelry', 'theater' and
'aluminum', as well as 'sulfur'.Had it not been for the conservatism of his
readers and publisher - and a "dictionary war" with a rival - that forced him to
modify his views, Americans would also now have 'tuf' (for tough), 'groop'
(for group) and 'tung' (for tongue) among many others.
factor in modern standardisation, of course, is the American
influence on the
language world-wide, and especially on the vocabulary of the technical world.
This has been considerable, and is the basis for the
IUPAC and the QCA. The majority of English writers
world-wide already spell
the word 'sulfur'; that it looks odd and suspicious to some British speakers is
as much an indication of parochialism as patriotism.
IUPAC also said that 'aluminium' should be so spelled - one for Britain, it
might seem, except that what IUPAC was actually doing was bringing that spelling
into line with the other 55 elements whose names end in '-ium'.
Society of Chemistry tried to make the point that "in 18th and 19th century
Britain it was commonplace for sulfur to be spelt with either an 'f' or 'ph'".
In this, they take their case too far, since the _Oxford English
Dictionary_ entry shows that the word has had 'ph' in the middle ever since
spelling settled down about 1600. Except in the US after Noah Webster, of
course, and now internationally. And that's
note: to access QCA or other similar British agencies related to
8.- MORE ON BRITISH AND AMERICAN
keeping with Bernieh´s topic for this week, we wanted to SHARE with you a letter
sent to Anu Garg email@example.com
of the list we have
so often recommended A Word a Day http://wordsmith.org/anu
Dan Gerrett (firstname.lastname@example.org
(British) pronunciation et al.
I am fascinated by the English language in
general, much the same as yourself. Our household here in London currently has
an American visitor staying - an interesting situation in itself - which has
highlighted the differences in our pronunciation of certain words and indeed
total misunderstanding at times.
One of the differences that I have noted
between British and Americans is
that the British rarely have any problem
knowing what an American is saying when using colloquial American terms (terms
that are never used in Britain such as 'diaper' and 'sidewalk') but Americans
seem completely flummoxed by our own words, for example 'rubbish' and
On the one hand this could be construed as interesting -
theories could be raised such as British people perhaps having a heightened
sense of observance, quick-wittedness, or general intelligence - but they would
be utterly unfounded.
There is only one reason why we (the British)
understand these terms instantly, and this is because of the movies. American
culture has so infiltrated the fibre of British life through films that we
almost take American culture if not part of our own, then certainly an extension
Okay, so there are notable 'British' films (inverted commas
because funding for British films often originates in the US) that Americans may
have seen - Four Weddings and a Funeral, The Full Monty, the James Bond films
(although only 16% of Bond girls have been British) - but only a minute
percentage of films seen by US audiences can be British in flavour - compared to
the statistic that more than 90% of cinema-shown films seen by UK audiences are
US written, produced, directed and starred.
I presume you're trying to
provide a global English service, and therefore you are disseminating your
information in as general a way as possible. I guess I would just hate to see
the nuances of our own language gobbled up into the American way.
Anu´s reply :
What was that about two countries separated by a common
As someone who had to change his `SHED-yool' (to `SKE-jool') after
coming to the US, I can understand your suggestion about noting
variants. However, that may not be enough. I put terms in quotes while you
use inverted commas, to take an example.
I recall reading a survey
some time back that a majority of British children now spell
`color' instead of `colour'. On the other hand, there have been suggestions
that in a few decades British English and American English will be mutually
unintelligible. That sounds a bit far-fetched and it may not happen in
decades, but remember at one time Europe and America were a single land
Dear Omar and
I´m from Resistencia, Chaco and I´ve been a keen reader of your
ever since I got it for the first time. I´m very grateful because
I get so much material from you for my lessons!!!
That´s why I want to make a
humble little tiny contribution to my colleages
around the globe. Here it
"Ella está en el horizonte.
Me acerco dos pasos, ella se aleja dos
Camino diez pasos y el horizonte se corre diez pasos más allá.
mucho que yo camine nunca la alcanzaré.
¿Para qué sirve la UTOPIA?
10.- APIBA SIG´S FOR 2001.
Our dear SHARER Analía Kandel, APIBA
SIGs Liaison Officer, email@example.com has sent us advance information about the first SIG meetings
of the year 2001 to start putting down in our diaries.
Co-ordinators: Virginia López Grisolía - Alicia Perera
Date: Tuesday, April 3, 2001 -- Time: 10.30 - 12.30
Venue: Av. L.N. Alem 424 - P.B., Buenos Aires
Co-ordinators: Alicia López Martín - Cristina Thomson de
Date: Friday, April 6, 2001 -- Time: 17 – 19
Venue: Juncal 3251, Buenos Aires
Phonetics / Phonology SIG
Co-ordinators: Roxana Basso - Isabel
Date: Saturday, April 7, 2001 -- Time: 9 to
Venue: Carlos Pellegrini 1515,
Room 17, Buenos Aires.
Co-ordinators: Nora Lizenberg - Pablo
Date: Saturday, April 7, 2001 -- Time: 10 –
Venue: Av. Cnel. Diaz 1745, Buenos Aires.
Cultural Studies SIG (formerly *History / Civilisation
Co-ordinators: Cristina Bardeci - Paula Lopez
Date: Wednesday, April 18, 2001 -- Time: 19 to
Venue: Carlos Pellegrini 1515, Room 17 ,Buenos
Grammar / Linguistics SIG
Co-ordinators: Patricia Jacobs -
Date: Friday, April 20,
2001 -- Time: 18.30 to 20.30
Venue: Carlos Pellegrini
1515, Room 23 , Buenos Aires
Co-ordinators: María Valeria Artigue - Alfredo
Date: Saturday, April 21, 2001 -- Time: 10.30 -
Venue: Av. Cnel. Diaz 1745, Buenos Aires
Co-ordinators: Silvia Luppi - Roxana Viñes
Date: Friday, April 27, 2001 -- Time: 18.30 -
Venue: Av. Gaona 1846, Buenos Aires
Co-ordinators: Viviana Myslicki -
Date: Saturday, April 28,
2001 -- Time: 10 - 13
Venue: Viamonte 1475, Buenos Aires
The common Agenda for all first APIBA SIG
meetings April 2001 includes among others : SIGs Internal Rules, Election of
two SIG Co-ordinators and Exploration of
interest areas for 2001 sessions.
11.- THE SECRETS OF
dear friend and fairy godmother, Elida Messina throws some light into the
secrets of writing. She says: "This is the kind of message one can only
share with those able to perceive irony - I guess all SHARERS will enjoy
Here are several very important but often
forgotten rules of English:
1. Avoid alliteration.
2. Prepositions are not words to end sentences
3. Avoid cliches like the plague. (They're old hat.)
Employ the vernacular.
5. Eschew ampersands & abbreviations,
6. Parenthetical remarks (however relevant) are
7. It is wrong to ever split an infinitive.
Contractions aren't necessary.
9. Foreign words and phrases are not
10. One should never generalize.
11. Eliminate quotations. As
Ralph Waldo Emerson once said:
"I hate quotations.
Tell me what you know."
12. Comparisons are as bad as cliches.
be redundant; don't use more words than necessary; it's highly
14. Profanity sucks.
15. Be more or less
16. Understatement is always best.
17. Exaggeration is a billion
times worse than understatement.
18. One-word sentences? Eliminate.
Analogies in writing are like feathers on a snake.
20. The passive voice is
to be avoided.
21. Go around the barn at high noon to avoid
22. Even if a mixed metaphor sings, it should be
23. Who needs rhetorical
12.- SOME PEOPLE HAVE ALL THE
Our dear SHARER Virginia Lombardi, Director of Studies
of Learning Centre Institute firstname.lastname@example.org
to us to make an important announcement:
I would appreciate it if you could let all the teachers who attended the
OUP seminars between 2nd September and 14th November and filled in the form to
participate in a raffle for a scholarship in Hastings, that the winner of the
scholarship was Nancy Mabel Fernandez, A teacher from
Capital Federal This scholarship is a joint effort of Embassy CES, Oxford
University Press and our Institute L. C. I. (Embassy CES local
Thank you very much for all the support you are giving. It is a pleasure to
relax in front of the computer every Sunday and read SHARE.
Thanks again, and best wishes to all the SHARERS.
Tel/ Fax: 54-114-602-6555
13.- WHAT IS A BOOK?
In this age of rapid technological
change and electronic innovations, our dear SHARER , Norma Beatriz Rodriguez
from Ranelagh makes a deliberate effort to take us back to basics ;
BOOK is a revolutionary breakthrough in technology: no
wires, no electric circuits, no batteries, nothing to be connected or switched
on. It's so easy to use, even a child can operate it.
Compact and portable,
it can be used anywhere-even sitting in an armchair by the fire-yet it is
powerful enough to hold as much information as a CD- ROM disc
Here's how it works:
BOOK is constructed of
sequentially numbered sheets of paper (recyclable), each capable of holding
thousands of bits of information. The pages are locked together with a
custom-fit device called a binder which keeps the sheets in their correct
Opaque Paper Technology (OPT) allows manufacturers to use
both sides of the sheet, doubling the information density and cutting costs.
Experts are divided on the prospects for further increases in information
density; for now, BOOKS with more information simply use more pages. Each sheet
is scanned optically, registering information directly into your brain. A flick
of the finger takes you to the next sheet.
BOOK never crashes or
requires rebooting, though, like other devices, it can become damaged if coffee
is spilled on it and it becomes unusable if dropped too many times on a hard
surface. The "browse" feature allows you to move instantly to any sheet, and
move forward or backward as you wish. Many come with an "index" feature, which
pin-points the exact location of any selected information for instant
An optional "Bookmark" accessory allows you to open BOOK to the
exact place you left it in a previous session-even if the BOOK has been closed.
Bookmarks fit universal design standards; thus, a single Bookmark can be used in
BOOKs by various manufacturers. Conversely, numerous BOOK markers can be used in
a single BOOK if the user wants to store numerous views at once. The number is
limited only by the number of pages in the BOOK.
You can also make personal
notes next to BOOK text entries with optional programming tools, Portable
Erasable Nib Cryptic Intercommunication Language Styli (PENCILS). Portable,
durable, and affordable, BOOK is being hailed as a precursor of a new
entertainment wave. BOOK's appeal seems so certain that thousands of content
creators have committed to the platform and investors are reportedly flocking to
invest. Look for a flood of new titles soon.
14.- HUMAN COMMANDMENTS
Cut and Paste, Cut and Paste and
Delete... We lost the name of the SHARER who sent us this contribution but we
didn´t want you to miss on this. Please dear SHARER drop us a line during the
week so that we can duly acknowledge you.
Dear Omar and Marina, a
contribution for SHARE which is excellent, I hope you like
1-Speak to people: there is nothing
as nice as a cheerful word of greeting.
2-Smile at people: it takes 72 muscles to frown, only 14 to
3- Call people by name: the sweetest music to anyone's ears is
4- Be friendly and helpful: if you want to have a friend, be a
5- Be cordial: speak and act as if everything you do is
a genuine pleasure.
6- Be genuinely interested in people: you
can like almost everybody if you try.
7- Be generous with praise: cautious with
8- Be considerate with the feelings of
others: there are usually
to a controversy, yours, the other fellow's and the right
9- Be alert to give service: what counts most in life is what we do
10- Add to this: a good sense of humour, a big dose of
patience, a dash of
and you will be rewarded many- fold.
15.- CALL FOR ESP ARTICLES
Our dear friends and neighbours, Liliana and Patricia Orsi,
past-chairs ESP IS ARtesol,email@example.com
, write to
"The ESP Interest Section of ARTESOL has a column in ARTESOL's
Newsletter. It is soliciting articles on relevant ESP issues for
publication in its upcoming issue. Submissions should be of
ESP interest, in the fields of EAP, EPP/EOP, EST or ERP. Send all material
by e- mail to firstname.lastname@example.org
All articles should include the author's name, affiliation, and all mailing
Subject line should read: submission ESP IS Column
By the way, did you know that the first ARTESOL Professional Development
Session of 2001 will be held in Lomas de Zamora and will be about
generating your own video tasks ? e-mail Patricia and Liliana for more details.
16.- FAKE VIRUS WARNING : BEWARE OF
Subject: FW: virus warning
If you receive an e-mail
entitled 'Badtimes', delete it immediately. Do not open it. Apparently this
one is pretty nasty. It will not only erase everything on your hard drive,
but it will also delete anything on disks within 20 feet of your computer.
It demagnetises the stripes on ALL of your credit cards. It programs
your PIN access code, screws up the tracking on your VCR and uses subspace
field harmonics to scratch any CDs you attempt to play.
recalibrate your refrigerator's coolness settings so all your ice-cream
melts and your milk curdles. It will program your phone AutoDial to call
only 1900 sex line numbers. This virus will mix antifreeze into your fish
tank. It will drink all your beer. It will leave dirty socks on the coffee
table when you are expecting company. It will replace your shampoo with
engine oil and your engine oil with
orange juice, all the while dating
your current girl/boyfriend behind your back and billing their hotel
rendezvous to your Visa card. It will cause you to run with scissors and
throw things in a way that is only fun until someone loses an eye. It will
rewrite your backup files, changing all your active verbs into passive
tense and incorporating undetectable misspellings which grossly change
interpretations of key sentences. If 'Badtimes' is opened in
Windows98/2000 or Windows Me, it will leave the toilet seat up and
your hair dryer plugged in dangerously close to a full bath. It will also
molecularly rearrange your aftershave/perfume, causing it to smell like
17.- USEFUL INTERNET
Here are some tips for all language teachers. We took them
from NEP "Novedades Empresarias y Profesionales
" , a highly commendable electronic magazine (especially for the
owner of the big or small language institute who is more in contact
with the world of business___ I was thinking of all my friends at SEA , the
Schools of English Association) You can subscribe to this fortnightly
publication for free, mailto:email@example.com?subject=Suscribe_S
Here are the
(a) Busque un Libro Digital GRATIS en: http://www.librosenred.com
(b) Búsqueda Avanzada en
Internet: Mas de tres mil millones de páginas en Internet !!,
los buscadores principales sólo indexan 800 millones o menos. Cómo
buscar en esta maraña de información el dato requerido?
"metabuscador conceptual" lo ayuda en la tarea. Usted ingresa su búsqueda -por
contexto- y él buscará en los principales buscadores estableciendo la
relevancia de los sitios en función de sus necesidades. Un verdadero
bisturí láser para su búsqueda... http://www.completeplanet.com/
(c) Radios del
Mundo: Cansado de escuchar siempre las mismas
Quizás quiera probar con alguna radio de Zimbabwe esta mañana
? ...o prefiere rock pesado norteamericano ?, locutores escoceses, quizás ?
Más de 1300 radios de todo el mundo con acceso inmediato en: http://www.radiotower.com/
Time to say goodbye again. We wanted to leave
this time with a sweet and tender
bedtime story submitted by a dear SHARER from
Zárate, Province of Buenos
Aires. Nice story plus Nice idea. Thank you,
Adriana and in your name thank you
to all the SHARERS that week after week fill our
bags with good wishes, illusions
and dreams. It is only to all of them that
we are really indebted.
Dear Omar and Marina,
I´m Adriana from Zárate and first of all I´m as
happy as a king for two things. The former is to have an electronic
magazine like SHARE, really I enjoy myself very much reading and learning from
it a lot.
The latter is to know that Marina is getting
well from her operation. Go Ahead!
I would like to share this bedtime story taken
from a book where you can find stories for every night. Let´s see this one
belongs to 29 November and it is called Everyone Comes to
Here it goes: - It was a cold, damp, foggy day
and the little grey rabbits were feeling glum. "Can we have some friends for
tea?" asked one of them. "Of course!" said Mrs. Grey Rabbit, who loved having
visitors. "I´ll get the food ready while you run off and invite new
So the little grey rabbits went into the woods
and invited everyone they met. When tea time arrived, the house was full of
visitors. Mrs Grey Rabbit had nowhere near enough chairs, and her table was far,
far too small- so all the little grey rabbits and their woodland guests sat up
the stairs where there was plenty of room for everybody!
Omar and Marina, Could you imagine every SHARER
together for tea, coffee or whatever! Perhaps.......
Though it will be a bit difficult to house
roughly 4,000 SHARERS for tea, why not? Cyber tea? Real tea? In a mad hatter´s world...anything is possible.
HAVE A WONDERFUL WEEK!!
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