cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.19969865
title: Collaboratively write a problem-solving report in the area of Biology problems to learn the discipline

description: ABSTRACT The aim of this case study is to determine the learning obtained by university students who carry out a written work in the area of Biology as a team using the Problem-Based Learning methodology (Meza et al., 2019; Rodríguez & Fernández, 2017). Data (oral and written) are collected inside and outside the classroom in relation to both the process of written composition and learning (regulatory and disciplinary), as well as the final textual product. The results of the content analysis of the data show that students’ learning takes place in three spaces of enculturation (Prior y Bilbrio, 2012), in relation to 1) academic-scientific discourse, 2) with the regulatory processes (self- and co-regulation) (Allal, 2018, 2019) when writing this discourse in groups, and 3) with the construction of disciplinary knowledge. We conclude that the enculturation procedures in each of these three types of skills must be made explicit for the resolution of the scientific problem to be possible.
DOI: 10.6084/m9.figshare.19969864
title: “It’s a bit cowardly my kind of writing”: citation forms and identity negotiations of doctoral students in Education

description: ABSTRACT This paper presents four case studies guided by the research questions: how do doctoral students distribute their citation forms in the same literary practice, how do these distributions change across different versions of the text produced during a year and a half of doctoral training, and what reasons do they attribute to these choices and preferences of use? To answer them, we analyzed the style and integration of citations in three versions per writer, and contrasted with semi-structured interviews. This combined methodological approach contributes to the growing tradition of postgraduate writing studies interested in the relationships between the writer’s discursive choices and the construction of his or her academic identity.
DOI: 10.6084/m9.figshare.19969864.v1
title: “It’s a bit cowardly my kind of writing”: citation forms and identity negotiations of doctoral students in Education

description: ABSTRACT This paper presents four case studies guided by the research questions: how do doctoral students distribute their citation forms in the same literary practice, how do these distributions change across different versions of the text produced during a year and a half of doctoral training, and what reasons do they attribute to these choices and preferences of use? To answer them, we analyzed the style and integration of citations in three versions per writer, and contrasted with semi-structured interviews. This combined methodological approach contributes to the growing tradition of postgraduate writing studies interested in the relationships between the writer’s discursive choices and the construction of his or her academic identity.
DOI: 10.6084/m9.figshare.19969867
title: Incidence of peer review in the construction of academic texts at the university level

description: ABSTRACT Studies highlight the benefits of peer review as a tool for the improvement of undergraduates’ writing. In this paper, the aim is to know the incidence of this practice in the construction of academic texts. For this purpose, a qualitative analysis of the introductions of academic papers produced by 41 first-year university students before and after receiving peer feedback was carried out. The results show that the changes are focused on the use of sources and on improving the text at the grammatical level.
DOI: 10.6084/m9.figshare.19969867.v1
title: Incidence of peer review in the construction of academic texts at the university level

description: ABSTRACT Studies highlight the benefits of peer review as a tool for the improvement of undergraduates’ writing. In this paper, the aim is to know the incidence of this practice in the construction of academic texts. For this purpose, a qualitative analysis of the introductions of academic papers produced by 41 first-year university students before and after receiving peer feedback was carried out. The results show that the changes are focused on the use of sources and on improving the text at the grammatical level.
DOI: 10.6084/m9.figshare.19969868
title: So how do i describe it? - a discursive rhetorical model of the project report genre in spanish: an approach to academic writing in civil engineering

description: ABSTRACT The project report is a genre widely used in the processes of academic training in computer science civil engineering. Students write this genre in the university classroom guided by diverse academic and professional purposes. Despite its relevance, empirical rhetorical-discursive descriptions that highlight the value of student writing are still scarce in Spanish. In this way, we describe the rhetorical-discursive organization of the project report genre in this subdiscipline to gain more knowledge about the written production at the rhetorical level. For this purpose, we follow a methodological design anchored in Genre Analysis of Swalesian roots, and we analyze a corpus formed by 58 texts. The use of this method helped us to determine macromoves, moves and steps of the genre, communicative functions and text characteristics. The resulting rhetorical model shows 16 moves and 36 steps. This model proved high stability of this genre, its mesogeneric nature and interconnection role between the academic and the professional discourse. Finally, implications for genre theory, for description of the Spanish language and for genre pedagogy emerge from the results.
DOI: 10.6084/m9.figshare.19969868.v1
title: So how do i describe it? - a discursive rhetorical model of the project report genre in spanish: an approach to academic writing in civil engineering

description: ABSTRACT The project report is a genre widely used in the processes of academic training in computer science civil engineering. Students write this genre in the university classroom guided by diverse academic and professional purposes. Despite its relevance, empirical rhetorical-discursive descriptions that highlight the value of student writing are still scarce in Spanish. In this way, we describe the rhetorical-discursive organization of the project report genre in this subdiscipline to gain more knowledge about the written production at the rhetorical level. For this purpose, we follow a methodological design anchored in Genre Analysis of Swalesian roots, and we analyze a corpus formed by 58 texts. The use of this method helped us to determine macromoves, moves and steps of the genre, communicative functions and text characteristics. The resulting rhetorical model shows 16 moves and 36 steps. This model proved high stability of this genre, its mesogeneric nature and interconnection role between the academic and the professional discourse. Finally, implications for genre theory, for description of the Spanish language and for genre pedagogy emerge from the results.
DOI: 10.6084/m9.figshare.19969870
title: Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students

description: ABSTRACT The primary purpose of this inquiry is to analyze the impacts of a teaching and learning strategy designed and implemented by a Chilean Faculty Learning Community (FLC) intended to develop the writing competence of student-teachers of an English Teaching Program. The FLC-led strategy was implemented through an eight-step cycle based on the process-genre approach and supported by educational videos. FLC members guided this cycle during writing sessions at the four levels of the English Linguistic Competence course at Universidad Católica de Temuco. The FLC implemented this experience to address the challenge of serving diverse students’ learning needs and meet the requirements of the national English proficiency standards required by the Chilean Ministry of Education. The FLC examined this experience focusing on students’ writing tasks results and their perceptions of the use of videos in the process, oriented by an impact and evaluation framework of teaching innovations and an action research design. The ages of trainee English teachers who participated in this innovation range between 18 and 22 years old. Students’ writing tests results were analyzed and compared to the suggested CEFR outcomes per level. Moreover, students shared their perceptions towards the use of videos through focus groups. Results show that most students improved their writing performance, especially in content and organization. Furthermore, students perceived that videos helped them contextualize their writing process and contribute as a support resource embedded in classroom activities. Overall, this experience helped the FLC members identify changes resulting from the innovations and areas of improvement.
DOI: 10.6084/m9.figshare.19969870.v1
title: Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students

description: ABSTRACT The primary purpose of this inquiry is to analyze the impacts of a teaching and learning strategy designed and implemented by a Chilean Faculty Learning Community (FLC) intended to develop the writing competence of student-teachers of an English Teaching Program. The FLC-led strategy was implemented through an eight-step cycle based on the process-genre approach and supported by educational videos. FLC members guided this cycle during writing sessions at the four levels of the English Linguistic Competence course at Universidad Católica de Temuco. The FLC implemented this experience to address the challenge of serving diverse students’ learning needs and meet the requirements of the national English proficiency standards required by the Chilean Ministry of Education. The FLC examined this experience focusing on students’ writing tasks results and their perceptions of the use of videos in the process, oriented by an impact and evaluation framework of teaching innovations and an action research design. The ages of trainee English teachers who participated in this innovation range between 18 and 22 years old. Students’ writing tests results were analyzed and compared to the suggested CEFR outcomes per level. Moreover, students shared their perceptions towards the use of videos through focus groups. Results show that most students improved their writing performance, especially in content and organization. Furthermore, students perceived that videos helped them contextualize their writing process and contribute as a support resource embedded in classroom activities. Overall, this experience helped the FLC members identify changes resulting from the innovations and areas of improvement.
DOI: 10.6084/m9.figshare.19969871
title: Academic literacies: repertoires of perceptions of public universities’ administrators in Paraná and practical-investigative experiences

description: ABSTRACT This article aims at: a) mapping the most recurrent actions towards academic literacies in the universities involved in a research project; b) analyzing the perceptions academic coordinators construct on demands and needs concerning academic literacies; and c) describing the initial actions performed by Integrated Laboratory of Scientific-Academic Literacies (LILA) and relate them to the requests and necessities raised. To achieve these objectives, the methodological design employed online questionnaires to raise respondents ‘perceptions and relied on quantitative and qualitative analysis. The qualitative analysis was done with the use of provisional coding and in vivo coding (SALDAÑA, 2009), with the classification of the questionnaire replies as regards the semantic similarities. Lastly, documentary analysis was done on the events and actions operated. As results, we have detected the start of collaborative actions towards academic literacies (FIAD, 2011; LEA & STREET, 2014; STREET, 2010; ZAMORA, 2016) and the need to expand towards a network of collaboration. Thus, our study contributes to show to what extent our moves have fostered actions of research and extension, and, in turn, how they forge research, in a cyclical movement of planning, implementation and evaluation for the actions to be conducted at LILA.
DOI: 10.6084/m9.figshare.19969871.v1
title: Academic literacies: repertoires of perceptions of public universities’ administrators in Paraná and practical-investigative experiences

description: ABSTRACT This article aims at: a) mapping the most recurrent actions towards academic literacies in the universities involved in a research project; b) analyzing the perceptions academic coordinators construct on demands and needs concerning academic literacies; and c) describing the initial actions performed by Integrated Laboratory of Scientific-Academic Literacies (LILA) and relate them to the requests and necessities raised. To achieve these objectives, the methodological design employed online questionnaires to raise respondents ‘perceptions and relied on quantitative and qualitative analysis. The qualitative analysis was done with the use of provisional coding and in vivo coding (SALDAÑA, 2009), with the classification of the questionnaire replies as regards the semantic similarities. Lastly, documentary analysis was done on the events and actions operated. As results, we have detected the start of collaborative actions towards academic literacies (FIAD, 2011; LEA & STREET, 2014; STREET, 2010; ZAMORA, 2016) and the need to expand towards a network of collaboration. Thus, our study contributes to show to what extent our moves have fostered actions of research and extension, and, in turn, how they forge research, in a cyclical movement of planning, implementation and evaluation for the actions to be conducted at LILA.
DOI: 10.6084/m9.figshare.19969873.v1
title: Homo digitalis and language practices: from denial to the “new normal” in pandemic society

description: ABSTRACT In this text, I discuss the ongoing denial discursive formation in course in the political-economic scenario of the Covid-19 pandemic. Denialism materialized in concrete discourses, created instances of truth and fields of reality (Foucault, 1987) that act in digital networks, creating subjectivities. To describe the discursive strategy of denialism, I take as a basis the idea of demediatization and spaminization (Han, 2017a; 2018); of echo camera (Mounk, 2019), of homo digitalis and “new normal”, relating them to the society of performance (Han, 2017b). I reflect how demediatization, freedom of expression and lack of transparency, orchestrated in digital echo cameras, form a biopolitics (Foucault, 2008). I also discuss how negationist discourses were enhanced by New Technologies of Information and Communication (NTICs) and subverted the idea of freedom (understood as asocial, self-managed, self-centered, individualized). Finally, I bring the concept of remediatization as a social requirement in the fight against infodemia and its relationship with exotopy (Bakhtin, 2011). This enunciative game of the “new normal” reveals another form of governmentality (Foucault, 1987), which culminates in the precariousness of working conditions, disguised as labor flexibility.
DOI: 10.6084/m9.figshare.19969873
title: Homo digitalis and language practices: from denial to the “new normal” in pandemic society

description: ABSTRACT In this text, I discuss the ongoing denial discursive formation in course in the political-economic scenario of the Covid-19 pandemic. Denialism materialized in concrete discourses, created instances of truth and fields of reality (Foucault, 1987) that act in digital networks, creating subjectivities. To describe the discursive strategy of denialism, I take as a basis the idea of demediatization and spaminization (Han, 2017a; 2018); of echo camera (Mounk, 2019), of homo digitalis and “new normal”, relating them to the society of performance (Han, 2017b). I reflect how demediatization, freedom of expression and lack of transparency, orchestrated in digital echo cameras, form a biopolitics (Foucault, 2008). I also discuss how negationist discourses were enhanced by New Technologies of Information and Communication (NTICs) and subverted the idea of freedom (understood as asocial, self-managed, self-centered, individualized). Finally, I bring the concept of remediatization as a social requirement in the fight against infodemia and its relationship with exotopy (Bakhtin, 2011). This enunciative game of the “new normal” reveals another form of governmentality (Foucault, 1987), which culminates in the precariousness of working conditions, disguised as labor flexibility.
DOI: 10.6084/m9.figshare.19969874.v1
title: For an anti-racist applied linguistics: problematizations about silenced discourses and the (re)existence of blackness

description: ABSTRACT The arrival of the COVID-19 pandemic brought us challenges both individually and collectively. Hence, we found some data that have made us aware of the (lack of) attention given to the population that are less supported by public policies, such as the black people. We pay attention to the inequalities that had already existed before this period of health crisis, as they need, urgently, to be researched in different areas of knowledge, including Applied Linguistics. Taking all of that into consideration, this research aims at analyzing discursive interactions between Facebook users, after seeing an image that promoted an online debate about black representation in textbooks, posted by the Secretaria Municipal de Educação do Rio de Janeiro (SME/RJ). The results showed us two types of speeches: one that silenced the initiative that aimed at promoting a racial debate in the field of education, and the other one that valued this practice. To sum up, we reinforce that research which have language as a central role in the interactions among people must problematize the uses of language that minimize initiatives aimed at promoting social justice.
DOI: 10.6084/m9.figshare.19969874
title: For an anti-racist applied linguistics: problematizations about silenced discourses and the (re)existence of blackness

description: ABSTRACT The arrival of the COVID-19 pandemic brought us challenges both individually and collectively. Hence, we found some data that have made us aware of the (lack of) attention given to the population that are less supported by public policies, such as the black people. We pay attention to the inequalities that had already existed before this period of health crisis, as they need, urgently, to be researched in different areas of knowledge, including Applied Linguistics. Taking all of that into consideration, this research aims at analyzing discursive interactions between Facebook users, after seeing an image that promoted an online debate about black representation in textbooks, posted by the Secretaria Municipal de Educação do Rio de Janeiro (SME/RJ). The results showed us two types of speeches: one that silenced the initiative that aimed at promoting a racial debate in the field of education, and the other one that valued this practice. To sum up, we reinforce that research which have language as a central role in the interactions among people must problematize the uses of language that minimize initiatives aimed at promoting social justice.
DOI: 10.6084/m9.figshare.19969876
title: The Bill 5595 and the hate speech: a deconstruction of teaching career in the pandemic context

description: ABSTRACT The discursive construction of hate presents many facets and, considering this, we sought to approach the studies on the phenomenon of hate speech (GLUCKSMANN, 2007) on the Internet, focusing on the deconstruction of the teaching career on Twitter. For data construction and analysis, we intertwined Critical Discourse Analysis (FAIRCLOUGH, 2001) and virtual ethnography (HINE, 2005) to investigate the sociodiscursive processes engendered in the discourse of hate towards teachers from comments made on Twitter about 5595 Bill (BRASIL, 2020). The results of the research show us that the strengthening of the discourse of hatred towards the teaching career is a mechanism of silencing teachers who are committed to the defense of human rights. Thus, producing, distributing and consuming hate speech through social networks is a harmful discursive practice, as it demonstrates a clear intention to destroy, to incite evil or to promote hatred towards certain minority social groups.
DOI: 10.6084/m9.figshare.19969876.v1
title: The Bill 5595 and the hate speech: a deconstruction of teaching career in the pandemic context

description: ABSTRACT The discursive construction of hate presents many facets and, considering this, we sought to approach the studies on the phenomenon of hate speech (GLUCKSMANN, 2007) on the Internet, focusing on the deconstruction of the teaching career on Twitter. For data construction and analysis, we intertwined Critical Discourse Analysis (FAIRCLOUGH, 2001) and virtual ethnography (HINE, 2005) to investigate the sociodiscursive processes engendered in the discourse of hate towards teachers from comments made on Twitter about 5595 Bill (BRASIL, 2020). The results of the research show us that the strengthening of the discourse of hatred towards the teaching career is a mechanism of silencing teachers who are committed to the defense of human rights. Thus, producing, distributing and consuming hate speech through social networks is a harmful discursive practice, as it demonstrates a clear intention to destroy, to incite evil or to promote hatred towards certain minority social groups.
DOI: 10.6084/m9.figshare.19969877
title: Teacher’ formation in the pandemic context: reconfigurations of teaching act by undergraduate students in supervised traineeship in emergency remote education

description: ABSTRACT In this paper, we discuss teachers’ formation actions, more specifically the Supervised Traineeship, in the context of emergency remote education resulting from the new coronavirus pandemic (SARS-CoV-2). Our purpose is to understand how students-trainees (re)configure their teaching practices in the Supervised Traineeship in the modality of emergency remote teaching, both in the observation and conducting phases. To do so, we obtained five training reports from undergraduate students in English Language, analyzed using a qualitative-interpretative approach. As a theoretical foundation, we place ourselves, more broadly, in the field of Applied Linguistics and, specifically, in reflections on teaching work and its constituent elements, from the perspective of Sociodiscursive Interactionism. The results point to obstacles in the interaction among university teacher educator, teacher tutors, trainees and students of basic education, both due to the lack of technological resources and the difficulties of teachers and trainees to build ways and make available artifacts that can constitute learning instruments. This scenario, therefore, highlights the complexity and difficulties of emergency remote education in the process of formation and teaching performance of students in the context of the Supervised Traineeship.