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Método PLAN - Mapping, Writing, Learning: uma proposta de ensino de gêneros acadêmicos para alunos de Letras-Língua Inglesa
(Universidade Federal do Pará, 2022-07-12) MESCOUTO FILHO, Rinaldo de Souza; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879
Writing is a challenging and fundamental practice in the university context that must be part of the repertoire of students and researchers. This challenge becomes greater when writing in a foreign language, as is the case of undergraduate students in English Language and Literature at the Federal University of Pará (UFPA), campus Belém. If written production in English plays an important role in the growth of the university in general, for students in this area of concentration it is an essential practice that demands knowledge of both the English language and the social practices permeated by writing in the academic context (BARTON; HAMILTON, 2000; BARTON, 1994; GEE, 2008; LEA; STREET, 2006; STREET, 2014, 2010). Given this, this thesis aims to propose a method of teaching academic writing, called PLAN - Mapping, Writing, Learning, focusing on the genres summary and review, and with the use of mind maps. The proposed activities were based, in addition to the literacies theories, on the movements and steps suggested in the socio-rhetorical theories of discourse genres (BAZERMAN, 2005, 2006; BHATIA, 1993; MILLER, 1984; SWALES, 1990). The PLAN method seeks to assist students in the development of academic writing and literacy as well as providing opportunities to identify genre characteristics and rhetorical organization, organize ideas to start the writing process, and use the specific vocabulary and style of academic texts in English. An interactive e-book was created to encompass the activities of the PLAN containing links to videos, websites, and applications to assist students in their learning. The PLAN method and the interactive e-book were validated by an Expert Panel, which gave a favorable opinion, considering the material as a creative and quality educational process and product. The implementation of this method can stimulate the discussion of the processes that involve the development of academic writing and facilitate the understanding of the functions of academic genres in the university.