Navegando por Assunto "Escrita acadêmica"

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Acesso aberto (Open Access)
Aconselhamento linguageiro, motivação e autonomia: um estudo de caso em escrita acadêmica em inglês
(Universidade Federal do Pará, 2015-09-04) MARTINS, Marja Ferreira; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The difficulty reported by my classmates to write their final papers and the recent studies about language counseling started by me at the time prompted me to promote a research where I could verify the impact of counseling techniques in the students’ learning process of English as FL with difficulties in academic writing. Making connections with other areas such as autonomy and motivation, which had already been the focus of my attention. I decided to conduct a research aiming to verify how the language counseling can work as a scaffold to the autonomy of undergraduate students in English as a foreign language focusing on the academic writing skills improvement and, at the same time, to analyze the impact of this experience on their motivational process. For this, I search to verify, through a case study, how is the relationship between counselor and advised develops and describe, using multiple data collection resources (facebook chat, recording and transcription of chat sessions related to their writing problems and a final interview) to a better performance in academic writing. The results obtained through analysis of the collected material allowed me to observe that actually there is a considerable impact of language counseling techniques described by Kelly (1996), Stickler (2001) and Mynard (2012) both in autonomy and in student’s motivation process toward to the development their his writing skills for academic purposes.
Acesso aberto (Open Access)
Análise de citações em textos acadêmicos escritos
(2011) MACEDO, Tatiana do Socorro Chaves Lima de; PAGANO, Adriana Silvina
This article reports on a study of citations in academic writing from the perspective of citation analysis and genre analysis (Moravcsik & Murugesan, 1975; Swales, 1986, 1990, 2004; Bhatia, 2004). The study focuses on the use of citations by expert and novice members of the Linguistics community and presents a comparative analysis of nine research articles and thirteen student term papers in that area. The results show that the linguistic choices that guide the writing of citations are largely shared by the expert members (authors of the research articles) and the novice ones (graduate students authoring the papers) in that both tend to choose confirmative over negative citations. Unlike novices, however, expert members tend to use their own voices to confront other authors. The implications of this study reinforce the need for Language Teaching Education Programs to offer a genre-based approach to discourse aimed at developing students' rhetorical consciousness about academic writing, and consequently about the use of citations in written texts, thereby enabling novices to build up an authorial positioning within their discourse community.