Learning to read to write: the abstract genre and academic literacy
This study focuses on a pedagogical activity centered on a critical-analytical reading of scientific abstracts produced in the program area of Portuguese language studies, embedded in the teaching-learning process of academic reading and writing practices. Although we believe that these practices a...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) |
| Repositorio: | Revista da ANPOLL (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistadaanpoll.emnuvens.com.br:article/1386 |
| Acceso en línea: | https://revistadaanpoll.emnuvens.com.br/revista/article/view/1386 |
| Access Level: | acceso abierto |
| Palabra clave: | Academic literacy Genre Scientific abstract Reading and writing Ethnography of writing Letramento Acadêmico Gênero textual Resumo Científico Leitura e Escrita Etnografia da Escrita |
| Sumario: | This study focuses on a pedagogical activity centered on a critical-analytical reading of scientific abstracts produced in the program area of Portuguese language studies, embedded in the teaching-learning process of academic reading and writing practices. Although we believe that these practices are related, for analytical purposes, we paid special attention to reading activities, developed in a literacy project (KLEIMAN, 2000). Theoretically, the work is based on the contributions of academic literacy studies (HYLAND, 2004; CARLINO, 2003; LEA; STREET, 2006; MARINHO, 2011) and on approaches to textual genres affiliated to the new rhetoric (BAZERMAN, 2005; 2006; MILLER, 1984). Methodologically, the research is qualitative of a critical ethnographic nature (THOMAS, 1993). The analysis centers on data generated in seminars developed in the discipline Linguistics IV (Program of Letters/UFRN), grounded in the perspective of the ethnography of writing (DEVITT; REIFF; BAWARSHI, 2004). The study points to the possibilities of promoting access and mastery of academic genres, highlighting the relevance of an ethnographic approach in the teaching-learning of reading and writing practices through the curriculum (WAC). |
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