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Fuentes: Lectura y redacción 4th Edition

Donald N. Tuten, Lucía Caycedo Garner, Carmelo Esterrich

  • Published
  • Previous Editions 2005, 2000, 1996
  • 288 Pages

Overview

Fuentes, the successful two volume intermediate Spanish program presents an integrated skills approach to intermediate Spanish that develops both receptive and productive skills simultaneously. Fuentes is made up of FUENTES: CONVERSACIÓN Y GRAMÁTICA (FCG) and FUENTES: LECTURA Y REDACCIÓN (FLR). Although FUENTES: CONVERSACIÓN Y GRAMÁTICA and FUENTES: LECTURA Y REDACCIÓN are designed to be used together, they can also be used independently of each other. FUENTES: LECTURA Y REDACCIÓN is designed to enhance the development of your reading and writing skills, your understanding of Hispanic cultures and societies, as well as your awareness of your own cultural beliefs, values, and assumptions. Fuentes program approach and philosophy: We learn by doing. By using the language to communicate original thoughts, in oral and written form, and by interacting with written texts and recorded conversations, students will acquire a high degree of proficiency Skill integration promotes language development. Each skill reinforces the others; therefore, students learn to comprehend and produce language while practicing specific strategies for listening, reading, and writing. Many activities combine skills to better reflect real-life language use. Language is culture, and culture is reflected in language. By being exposed to real-life situations and by comparing the new cultures with their own, students acquire an awareness of and respect for other peoples. Spiraling of material is essential to move students from learning to acquisition. Continuous and systematic reentry of previously studied material while learning about new topics leads students to acquisition of language needed to carry out specific functions. Learning is enhanced when it is enjoyable. If the material presented places students in a relaxed, pleasant atmosphere, and if students enjoy class activities, their rate of success increases.

Donald N. Tuten, Emory University

Donald Tuten learned Spanish in Colombia and has lived in Spain. He received his Ph.D. in Spanish from the University of Wisconsin-Madison and is now Associate Professor of Spanish Linguistics at Emory University in Atlanta, Georgia. From 1996 to 2009 he served as Director of Emory's Spanish Language Program; in this role, he supervised design of the lower-division curriculum and training of new teaching assistants and instructors. In 2009 he received the Emory Williams Distinguished Teaching Award, Emory´s highest award for excellence in teaching.

Lucía Caycedo Garner, University of Wisconsin, Emerita

Lucía Caycedo Garner is from Colombia. She taught language and pedagogy courses for more than thirty years at the University of Wisconsin, Madison before her retirement. She is the author of IMÁGENES, ¡CLARO QUE SÍ! FUENTES: CONVERSACIÓN Y GRAMÁTICA, FUENTES: LITERATURA Y REDACCIÓN, and EN PAREJAS 1, 2, 3 Y 4. She was an ACTFL OPI tester and trainer. She was a frequent presenter at the local, state, and national levels. She was also a contributor to the University of Wisconsin Spanish Placement Exam.

Carmelo Esterrich, Columbia College

Carmelo Esterrich, PhD, received his doctorate in Spanish from the University of Wisconsin–Madison and is a tenured professor of Spanish and Cultural Studies. He holds a BA in Film Studies and an MA in Spanish from Pennsylvania State University. He has been at Columbia College Chicago since 1998. From 2002 to 2008, he was the Cultural Studies program director at Columbia.
  • Five entirely new journalistic and literary readings (Chapters 6, 7, 8, 10, 11).
  • Updated new content in journalistic readings (Chapters 1 and 2).
  • Updated, revised, and shortened Panorama cultural readings throughout.
  • Addition of subtitles in Panorama cultural readings to better guide student reading and comprehension.
  • New and revised activities to challenge students and further develop their analytical skills.
  • New design and many new photos to update the look and content of the book.
  • NEW iLrn Heinle Learning Center technology and Premium Website.
  • Unglossed readings that promote natural reading and strategy use.
  • Authentic journalistic and literary texts that expose students to a variety of text types, authentic Spanish written for native speakers, and attitudes that reflect and respond to Hispanic cultures.
  • Informative texts that focus on specific aspects of Hispanic cultures and societies.
  • Coordination of topics and functions with FCG that facilitates the incorporation of reading and writing into the class and allows further exploration of the topics presented in FCG. Alternatively, FCG can be used as a support text when students need to review use of grammar or vocabulary which appears in FLR readings or activities.
  • Systematic presentation, practice, and recycling of reading and writing strategies that help students learn to better acquire and communicate information.
  • Clear and concise strategy explanations that students can read outside of class.
  • Pre-reading, active (ongoing) reading, and post-reading activities that provide opportunities for individual, pair, and group practice and discussion.
  • Content-based composition activities that flow from and develop reading topics but generally have students use their own experience and reactions as the basis for writing. These activities, which practice writing a variety of text types, can be developed into full-fledged process writing projects.
  • Journal-writing activities that encourage cultural comparisons and personal responses to readings, and can be used as a basis for class discussions.
  • Student annotations that indicate the primary strategy practiced and/or recycled in activities and also provide cultural and linguistic information to supplement readings and activities.
  • Instructor's Annotated Edition with answers, guidelines for setting up activities and assigning homework, links between FCG and FLR, and suggested options and follow-ups.
  • Flexibility in the assignment of readings and writing activities, any or all of which can be used.
  • Lively, up-to-date topics and readings that serve to motivate students.
Contents.
To the Student .
Index of Reading and Writing Strategies.
Capítulo 1.
Los hispanos.
Lectura 1: Los anuncios personales.
Estrategia: Activating Background Knowledge.
Lectura: Contactos (Anuncios de Internet).
Lectura 2: Panorama cultural.
Estrategia: Identifying Cognates.
Lectura: La dificultad de llamarse hispano, latino o Americano.
Lectura 3: Artículos breves.
Estrategia: Scanning and Skimming.
Lectura: Gente hispana.
Redacción: Reseña de una entrevista.
Estrategia: Reported Speech.
Estrategia: Defining Audience and Purpose.
Capítulo 2.
Historias de España.
Lectura 1: Un programa de cine.
Estrategia: Recognizing Chronological Organization.
Lectura: Ciclo de Cine: Historia de España.
Lectura 2: Panorama cultural.
Lectura: Brevísima historia de España.
Lectura 3: Literatura.
Estrategia: Guessing Meaning from Context.
Cuento: "El criado del rico mercader", Bernardo Atxaga.
Cuento: "Dayoub, el criado del rico mercader", Bernardo Atxaga.
Redacción: Un cuento.
Estrategia: Marking Sequence with Transition Words.
Capítulo 3.
La América indígena: Ayer y hoy.
Lectura 1: Un artículo de revista.
Estrategia: Using Sentence Structure and Parts of Speech to Guess Meaning.
Lectura: "Autopsia de una civilización", Qué pasa.
Lectura 2: Panorama cultural.
Lectura: Presencia indígena en Hispanoamérica.
Lectura 3: Literatura.
Estrategia: Using the Bilingual Dictionary.
Lectura: "El eclipse", Augusto Monterroso.
Redacción: Un mito.
Estrategia: Using the Bilingual Dictionary.
Capítulo 4.
África en América: el Caribe.
Lectura 1: Una reseña biográfica.
Estrategia: Using Syntax and Word Order to Understand Meaning.
Lectura: "La Reina Rumba habla de la ''salsa''", Norma Niurka – El Miami Herald.
Lectura 2: Panorama cultural.
Estrategia: Distinguishing Main Ideas and Supporting Details.
Lectura: El sabor africano del Caribe.
Lectura 3: Literatura.
Cuento: "Habanasis", Richard Blanco.
Redacción: Una biografía.
Estrategia: Providing Smooth Transitions.
Capítulo 5.
Latinos Americanos.
Lectura 1: Una entrevista.
Estrategia: Recognizing Symbols, Similes, and Metaphors.
Lectura: "¿Cómo estás you el día de today?: Entrevista con Ilán Stavans", Ima Sanchís – La Vanguardia.
Lectura 2: Panorama cultural.
Lectura: El sabor latino de los Estados Unidos.
Lectura 3: Literatura.
Estrategia: Approaching Poetry.
Poemas: "Where you from?", Gina Valdés.
"Bilingual Blues", Gustavo Pérez Firmat.
Redacción: Una entrevista.
Estrategia: Interviewing.
Capítulo 6.
Dictadura y democracia.
Lectura 1: Editorial y reseña de cine.
Estrategia: Dealing with False Cognates.
Lectura: "Silencio y obediencia", Carlos Ramos – La Opinión.
Lectura 2: Panorama cultural.
Estrategia: Recognizing Word Families.
Lectura: Política latinoamericana: Pasos hacia la democracia.
Estrategia: Distinguishing Fact from Opinion.
Lectura 3: Literatura.
Cuento: "Los mejor calzados", Luisa Valenzuela.
Redacción: Una reseña de cine.
Estrategia: Reacting to a Film.
Estrategia: Using Transitions of Concession.
Capítulo 7.
La crisis ecológica.
Lectura 1: Artículo de una página web.
Estrategia: Using Suffixes to Distinguish Meaning.
Lectura: "Cuarenta formas de contribuir a un aire más limpio", Gobierno de Chile, CONAMA.
Lectura 2: Panorama cultural.
Estrategia: Using Prefixes to Determine Meaning.
Lectura: Latinoamérica y el medio ambiente: ¿Entre la espada y la pared?.
Lectura 3: Literatura.
Lectura: "La Naturaleza. La tierra madre del hombre. El sol, el copal, el fuego, el agua", Rigoberta Menchú (extract from Me llamo Rigoberta Menchú y así me nació la conciencia)
Poema: "Fin de siglo", Eduardo Galeano.
Redacción: Un reportaje.
Estrategia: Writing a News Report.
Capítulo 8.
En busca de seguridad económica.
Lectura 1: Un artículo.
Lectura: "¿Quién es Carlos Slim?", Miguel Molina – BBC Mundo.
Lectura 2: Panorama cultural.
Estrategia: Determining Reference.
Lectura: Corrientes cambiantes de las economías latinoamericanas.
Lectura 3: Literatura.
Cuento: "La carta", José Luis González.
Estrategia: Making Inferences.
Redacción: El curriculum vitae y la carta de solicitud.
Estrategia: Using Models.
Estrategia: Focusing on Surface Form.
Capítulo 9.
Arte, identidad y realidad.
Lectura 1: Reseña de un libro.
Estrategia: Recognizing Clauses and Phrases.
Lectura: "Frida Kahlo: El pincel de la angustia", Martha Zamora – Américas.
Lectura 2: Panorama cultural.
Estrategia: Dealing with Different Registers.
Lectura: Realidad, identidad y arte en Latinoamérica.
Lectura 3: Literatura.
Cuento: "Continuidad de los parques", Julio Cortázar.
Redacción: Ensayo.
Estrategia: Writing an Essay.
Estrategia: Analyzing.
Capítulo 10.
Lo femenino y lo masculino.
Lectura 1: Un ensayo.
Estrategia: Identifying Tone.
Lectura: "El languaje es sexista. ¿Hay que forzar el cambio?", Tereixa Constenla.
Lectura 2: Panorama cultural.
Lectura: Hombre y mujer en el mundo hispano contemporáneo.
Lectura 3: Literatura.
Estrategia: Watching Out for Idioms.
Cuento: "El difícil arte de ser macho", Pedro Juan Gutiérrez.
Redacción: Ensayo.
Estrategia: Comparing and Contrasting.
Capítulo 11.
Actos ilegales.
Lectura 1: Un editorial.
Estrategia: Annotating and Reacting to Reading.
Lectura: "Legalización de las drogas", Juan Tomás de Salas – Cambio.
Lectura 2: Panorama cultural.
Lectura: Modernización y delincuencia en Latinoamérica.
Estrategia: Outlining.
Lectura 3: Literatura.
Redacción: Ensayo.
Estrategia: Analyzing Causes and Effects.
Capítulo 12.
Cruzando fronteras.
Lectura 1: Un ensayo.
Lectura: "Una educación intercultural", Hugo Aparicio.
Lectura 2: Un ensayo.
Lectura: "El amor al miedo", Vicente Verdú (extract from El planeta americano).
Estrategia: Summarizing.
Lectura 3: Un artículo.
Estrategia: Increasing Reading Speed.
Lectura: "La identidad y los McDonald''s", Carlos A. Montaner.
Redacción: Ensayo.
Estrategia: Defending a Position.
Spanish–English Vocabulary.
Permissions and Credits.

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Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

SAM

ISBN: 9781285733500
The Workbook section of the Student Activities Manual provides additional practice for reading, writing, and culture as well as for reinforcement of the grammar and vocabulary topics presented in Fuentes: Conversación y gramática. The Lab Manual section of the Student Activities Manual provides pronunciation and listening comprehension practice that is coordinated with the Fuentes Lab Audio CDs.

SAM Audio Program

ISBN: 9781285733579
This complete lab audio program contains six CDs and is coordinated with the Lab Manual section of the Student Activities Manual. This program includes pronunciation practice, listening comprehension activities based on structures and vocabulary presented in Fuentes: Conversación y gramática, and a final semi-scripted conversation dealing with the chapter theme. This recorded material also is included in the Quia Online Student Activities Manual and on the Premium Website.

Premium Web Site 2-Years Instant Access

ISBN: 9781285735085
• Instructor's Guide. • Overview of reading strategies. • Sample syllabi and lesson plans. • Suggestions on teaching culture. • Video scripts.

FOR STUDENTS

SAM

ISBN: 9781285733500
The Workbook section of the Student Activities Manual provides additional practice for reading, writing, and culture as well as for reinforcement of the grammar and vocabulary topics presented in Fuentes: Conversación y gramática. The Lab Manual section of the Student Activities Manual provides pronunciation and listening comprehension practice that is coordinated with the Fuentes Lab Audio CDs.

SAM Audio Program

ISBN: 9781285733579
This complete lab audio program contains six CDs and is coordinated with the Lab Manual section of the Student Activities Manual. This program includes pronunciation practice, listening comprehension activities based on structures and vocabulary presented in Fuentes: Conversación y gramática, and a final semi-scripted conversation dealing with the chapter theme. This recorded material is also included in the Quia Online Student Activities Manual and on the Premium Website.

Premium Web Site 2-Years Instant Access

ISBN: 9781285735085