cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.19969841.v1
title: Fanfictions: experiences promoting literary literacy and school authorship

description: ABSTRACT This paper aims to demonstrate how fanfictions, one among several social practices of writing outside school environments, are capable of promoting literary literacy as well as authorship through school activities. The theoretical foundations of this investigation are based on Bakhtin (2013), Foucault (1992), Possenti (2009), Cosson (2002) and Dolz et al (2004). 15 text productions were evaluated and they were based on the short stories Tangerine-girl by Rachel de Queiroz and Missa do galo by Machado de Assis. In all text productions, the writing of personal diary entries from the perspective of the female character was the goal. They were intended to incorporate elements related to the contents and most significant actions of both narratives as well as the characteristics of the text genre to be produced. Results showed that the reading of the short story together with the writing of a fanfiction is exemplary for the development of literary literacy and authorship promotion because they not only allow a detailed understanding of the multiple meanings of the text but also permit a dialogic reconstruction from this understanding in the steps of text production.
DOI: 10.6084/m9.figshare.19969843
title: Analyzing a test as genre: Critical Genre Analysis of the English language ENEM

description: ABSTRACT This paper proposes a Critical Genre Analysis (CGA) (Motta-Roth, 2006; 2008a; 2008b) of the English Language test on the Brazilian National High School Exam (EL-ENEM), to, ultimately, discuss the language conception that underlies this test. The corpus of the analysis was composed of eight samples of the EL-ENEM genre. The results point out that EL-ENEM items provide the test takers with a contextualization about their reference texts. This contextualization, in most items, provide information regarding the genres of the reference texts. The items, then, demand the test takers to identify different types of information in the reference texts. The types of information that are demanded the most refer to the text’s content, objective, and topic. This way, the test takers must activate knowledge related to Semantics and Pragmatics, Register (context of situation) and Genre (context of culture), indicating a direction to the view of language as genre, adopted by the official documents that guide ENEM’s design.
DOI: 10.6084/m9.figshare.19969843.v1
title: Analyzing a test as genre: Critical Genre Analysis of the English language ENEM

description: ABSTRACT This paper proposes a Critical Genre Analysis (CGA) (Motta-Roth, 2006; 2008a; 2008b) of the English Language test on the Brazilian National High School Exam (EL-ENEM), to, ultimately, discuss the language conception that underlies this test. The corpus of the analysis was composed of eight samples of the EL-ENEM genre. The results point out that EL-ENEM items provide the test takers with a contextualization about their reference texts. This contextualization, in most items, provide information regarding the genres of the reference texts. The items, then, demand the test takers to identify different types of information in the reference texts. The types of information that are demanded the most refer to the text’s content, objective, and topic. This way, the test takers must activate knowledge related to Semantics and Pragmatics, Register (context of situation) and Genre (context of culture), indicating a direction to the view of language as genre, adopted by the official documents that guide ENEM’s design.
DOI: 10.6084/m9.figshare.19969844
title: Verbal and visual appraisal in texts publishing public opinion research

description: ABSTRACT We aim to investigate evaluative positions in multimodal texts that bring together verbal and technical visual language. Based on Appraisal systems of verbal (Martin & White, 2005) and visual (Economou, 2009), we analyzed 14 texts that disseminate public opinion. The results reveal that survey structure is permeated by the dialogical closure and targeting of evaluative manifestation. Technical images present gradation (mainly of force) as an inherent evaluative signal. Engagement is repeatedly inscribed, through color selection, insertion of intertextual data, highlights, data comparisons and text arrangement. The evaluative positions evoked are conditioned to the context of reception (level of reading, perception of the subject, e.g.) and to the interpretative guidelines registered by the editorial team. Thus, from gathering to release, public opinion is subtly constructed, and Appraisal plays an essential role in this process.
DOI: 10.6084/m9.figshare.19969844.v1
title: Verbal and visual appraisal in texts publishing public opinion research

description: ABSTRACT We aim to investigate evaluative positions in multimodal texts that bring together verbal and technical visual language. Based on Appraisal systems of verbal (Martin & White, 2005) and visual (Economou, 2009), we analyzed 14 texts that disseminate public opinion. The results reveal that survey structure is permeated by the dialogical closure and targeting of evaluative manifestation. Technical images present gradation (mainly of force) as an inherent evaluative signal. Engagement is repeatedly inscribed, through color selection, insertion of intertextual data, highlights, data comparisons and text arrangement. The evaluative positions evoked are conditioned to the context of reception (level of reading, perception of the subject, e.g.) and to the interpretative guidelines registered by the editorial team. Thus, from gathering to release, public opinion is subtly constructed, and Appraisal plays an essential role in this process.
DOI: 10.6084/m9.figshare.19969846
title: Critical and ethical dimensions in digital literacy practices in a digital educational game

description: ABSTRACT In this research, digital literacy practices of High School students in a digital educational game were analyzed, considering the ethical and critical dimensions. For this purpose, our research is mainly based on discussions about literacy in digital environments (Cope and Kalantzis, 2000; Lankshear and Knobel, 2007; Rojo, 2012; Capurro, 2015; Janks, 2018; Pinheiro, 2018) and digital games (Coutinho and Alves, 2016; Pinheiro and Cavalcante, 2019; Pinheiro, Lima and Araújo, 2020). The methodological course consisted, first, of the application of the game Digital Olympics with students of the third year of High School; second, of the watching process of the users’ game experience, recorded with a computer screen-capture software; third, of the application of simple self-confrontation interview. The results showed that the digital educational game used in this research contributed to the expansion of digital literacy practices, through the development of a critical/ethical view about interactions in the digital environment and the use of digital technologies.
DOI: 10.6084/m9.figshare.19969846.v1
title: Critical and ethical dimensions in digital literacy practices in a digital educational game

description: ABSTRACT In this research, digital literacy practices of High School students in a digital educational game were analyzed, considering the ethical and critical dimensions. For this purpose, our research is mainly based on discussions about literacy in digital environments (Cope and Kalantzis, 2000; Lankshear and Knobel, 2007; Rojo, 2012; Capurro, 2015; Janks, 2018; Pinheiro, 2018) and digital games (Coutinho and Alves, 2016; Pinheiro and Cavalcante, 2019; Pinheiro, Lima and Araújo, 2020). The methodological course consisted, first, of the application of the game Digital Olympics with students of the third year of High School; second, of the watching process of the users’ game experience, recorded with a computer screen-capture software; third, of the application of simple self-confrontation interview. The results showed that the digital educational game used in this research contributed to the expansion of digital literacy practices, through the development of a critical/ethical view about interactions in the digital environment and the use of digital technologies.
DOI: 10.6084/m9.figshare.19969847
title: The promotional genre fast-food tray lining: A colony of genres

description: ABSTRACT This article intends to discuss the genre of discourse fast-food tray lining, seeking to analyze how it integrates social practices, while it is generated and configured by them. Its nature is applied research, whose objective is the practical application of science. This reflection considered the Swasian concept of discourse genres and the Bhatian concept of a colony of genres. The genre colony is a grouping of genres that establish a set of complex relationships within and through different discursive domains according to the communicative scope to which they propose. Analyzed under the bias of promotional discourse, the fast-food tray lining genre blends into itself other genres which maintain interface with this one and other discursive domains from which they originate. The results seem to confirm the hypothesis that each genre blended in the fast food tray lining contributes to the achievement of communicative purposes of a promotional nature.
DOI: 10.6084/m9.figshare.19969847.v1
title: The promotional genre fast-food tray lining: A colony of genres

description: ABSTRACT This article intends to discuss the genre of discourse fast-food tray lining, seeking to analyze how it integrates social practices, while it is generated and configured by them. Its nature is applied research, whose objective is the practical application of science. This reflection considered the Swasian concept of discourse genres and the Bhatian concept of a colony of genres. The genre colony is a grouping of genres that establish a set of complex relationships within and through different discursive domains according to the communicative scope to which they propose. Analyzed under the bias of promotional discourse, the fast-food tray lining genre blends into itself other genres which maintain interface with this one and other discursive domains from which they originate. The results seem to confirm the hypothesis that each genre blended in the fast food tray lining contributes to the achievement of communicative purposes of a promotional nature.
DOI: 10.6084/m9.figshare.19969852
title: Reading and writing teaching proposals based in Systemic Functional Linguistics: english and spanish contexts

description: ABSTRACT This paper presents a retrospective view in order to systemathise and contrast the main characteristics of the genre-based literacy programs designed in the frame of systemic functional linguistics. The programs initiated during the end of the ‘70s and during the ‘80s in the context of English-speaking school contexts are described, as well as their evolution during the two next decades up to the more recent versions. The paper also approaches the models adapted for Spanish-speaking university contexts from the ‘00s to these days. The English models are compared between them and the same procedure is applied to the Spanish models. The aspects taken into account in these comparisons are the genre focus, the role of metalanguage, the accent in reading or writing and the kind of evaluation they apply.
DOI: 10.6084/m9.figshare.19969852.v1
title: Reading and writing teaching proposals based in Systemic Functional Linguistics: english and spanish contexts

description: ABSTRACT This paper presents a retrospective view in order to systemathise and contrast the main characteristics of the genre-based literacy programs designed in the frame of systemic functional linguistics. The programs initiated during the end of the ‘70s and during the ‘80s in the context of English-speaking school contexts are described, as well as their evolution during the two next decades up to the more recent versions. The paper also approaches the models adapted for Spanish-speaking university contexts from the ‘00s to these days. The English models are compared between them and the same procedure is applied to the Spanish models. The aspects taken into account in these comparisons are the genre focus, the role of metalanguage, the accent in reading or writing and the kind of evaluation they apply.
DOI: 10.6084/m9.figshare.19969853
title: Teachers’ metier genres: Language as a teachers’ work instrumentalization

description: ABSTRACT When focusing on the teacher’s metier, it appears that, in order to perform the real of the activity this professional uses and teaches language. It happens that, many times, he may find difficulties in performing daily tasks due to the fact that he may not have appropriated discourse genres inherent to his doing. Immersed in the themes of language and teacher training (Bakhtin, 2011; Rojo, 2015; Kleiman, 2008), this study seeks to inventory the discourse genres that constitute the teacher’s work at the four levels of education and reflect on the importance of these texts to the concreteness of the teacher’s working. The research is justified by the potential it has to contribute to the discussions about teacher education curricula, considering the need to recognize the relevant role of these discourse genres in practice. From the empirical research, it was possible to inventory the genres used in teaching practices and organize them in four discoursive functions: routine activity, interpersonal communication, planning and documentation.
DOI: 10.6084/m9.figshare.19969853.v1
title: Teachers’ metier genres: Language as a teachers’ work instrumentalization

description: ABSTRACT When focusing on the teacher’s metier, it appears that, in order to perform the real of the activity this professional uses and teaches language. It happens that, many times, he may find difficulties in performing daily tasks due to the fact that he may not have appropriated discourse genres inherent to his doing. Immersed in the themes of language and teacher training (Bakhtin, 2011; Rojo, 2015; Kleiman, 2008), this study seeks to inventory the discourse genres that constitute the teacher’s work at the four levels of education and reflect on the importance of these texts to the concreteness of the teacher’s working. The research is justified by the potential it has to contribute to the discussions about teacher education curricula, considering the need to recognize the relevant role of these discourse genres in practice. From the empirical research, it was possible to inventory the genres used in teaching practices and organize them in four discoursive functions: routine activity, interpersonal communication, planning and documentation.
DOI: 10.6084/m9.figshare.19969856
title: Academic literacy practices in building scientific initiation students belonging in communities of practice: an analysis from research reports

description: ABSTRACT In this paper, we aim to analyze, through academic literacy practices, the building scientific initiation students belonging in communities of practice, considering the three elements that characterize them: domain of knowledge, joint enterprise and shared repertoire in practices. As material for analysis, we have defined sections of methodology for scientific initiation research reports produced by undergraduate students from two areas of knowledge: Sociology and Psychology. Such data are analyzed comparatively, through a qualitative-interpretative approach, based on the theoretical subsidies of Literacy Studies, the approach of Academic Literacies and works that reflect on the notion of community of practice. The sections of methodology of the research reports demonstrate that students, most of the time, adopt epistemological conceptions, interact with people and groups and employ more characteristic and legitimate resources and artifacts in their field of knowledge, although we have also noticed some difficulties in relation to academic conventions. We see, therefore, a complex and non-linear process of building the student’s identity as a researcher in training and integrating in the practice of communities.
DOI: 10.6084/m9.figshare.19969856.v1
title: Academic literacy practices in building scientific initiation students belonging in communities of practice: an analysis from research reports

description: ABSTRACT In this paper, we aim to analyze, through academic literacy practices, the building scientific initiation students belonging in communities of practice, considering the three elements that characterize them: domain of knowledge, joint enterprise and shared repertoire in practices. As material for analysis, we have defined sections of methodology for scientific initiation research reports produced by undergraduate students from two areas of knowledge: Sociology and Psychology. Such data are analyzed comparatively, through a qualitative-interpretative approach, based on the theoretical subsidies of Literacy Studies, the approach of Academic Literacies and works that reflect on the notion of community of practice. The sections of methodology of the research reports demonstrate that students, most of the time, adopt epistemological conceptions, interact with people and groups and employ more characteristic and legitimate resources and artifacts in their field of knowledge, although we have also noticed some difficulties in relation to academic conventions. We see, therefore, a complex and non-linear process of building the student’s identity as a researcher in training and integrating in the practice of communities.
DOI: 10.6084/m9.figshare.19969861.v1
title: Stance-taking: reporting verbs in citations in EFL undergraduate theses

description: ABSTRACT L2 writers tend to have difficulties in using reporting verbs (Bloch, 2010) because the choosing of reporting verb needs some considerations: the stance of the author whose claims are being reported, the stance of the writer, and the interpretation of the writer (Thompson and Ye, 1991). This article explores stance-taking in reporting verbs in the context of citations in undergraduate theses written by Mexican students in English as a Foreign Language. The corpus consists of thirty undergraduate theses written by non-native speakers of English in the field of English Language Teaching. I use corpus linguistics tools, i.e., concordances for the analysis of stance-taking which makes the expressions observable in their context. The findings show that undergraduates use reporting verbs to express their stance in their theses and that this varies depending on the chapter. This paper suggests a category of reporting verbs that is commonly used in EFL academic writing within the ELT discipline. I propose some educational implications, stressing the need to make students and their instructors aware that the choice of reporting verbs is not just a matter of stylistic choice, but it can be an expression of authorial identity.
DOI: 10.6084/m9.figshare.19969861
title: Stance-taking: reporting verbs in citations in EFL undergraduate theses

description: ABSTRACT L2 writers tend to have difficulties in using reporting verbs (Bloch, 2010) because the choosing of reporting verb needs some considerations: the stance of the author whose claims are being reported, the stance of the writer, and the interpretation of the writer (Thompson and Ye, 1991). This article explores stance-taking in reporting verbs in the context of citations in undergraduate theses written by Mexican students in English as a Foreign Language. The corpus consists of thirty undergraduate theses written by non-native speakers of English in the field of English Language Teaching. I use corpus linguistics tools, i.e., concordances for the analysis of stance-taking which makes the expressions observable in their context. The findings show that undergraduates use reporting verbs to express their stance in their theses and that this varies depending on the chapter. This paper suggests a category of reporting verbs that is commonly used in EFL academic writing within the ELT discipline. I propose some educational implications, stressing the need to make students and their instructors aware that the choice of reporting verbs is not just a matter of stylistic choice, but it can be an expression of authorial identity.
DOI: 10.6084/m9.figshare.19969862
title: ‘What is it that’s going on here? And what’s in it for me? How two L2 graduate students experienced spoken interaction

description: ABSTRACT This paper views classroom interaction as integral to the production of academic writing. It presents a situated account of how two L2 master’s students’ experienced spoken interaction on two different courses, extracted from a small-scale 13-month ethnographic study which drew on Bourdieu’s concept of symbolic capital (1991), and Goffman’s participation framework (1981). Triangulation of classroom observation data with student interviews reveals how interaction is framed by the two research participants’ courses and to what extent interactive events are tied to specific goals related to written assignments. Findings echo existing research that language proficiency, familiarity with norms, and power relations intersect in rendering interaction problematic. I discuss recommendations for enhancing interaction in course design and pedagogy; rather than trans-contextual solutions, constructivist evaluation studies of specific courses are needed which reflect voices of all participants.
DOI: 10.6084/m9.figshare.19969862.v1
title: ‘What is it that’s going on here? And what’s in it for me? How two L2 graduate students experienced spoken interaction

description: ABSTRACT This paper views classroom interaction as integral to the production of academic writing. It presents a situated account of how two L2 master’s students’ experienced spoken interaction on two different courses, extracted from a small-scale 13-month ethnographic study which drew on Bourdieu’s concept of symbolic capital (1991), and Goffman’s participation framework (1981). Triangulation of classroom observation data with student interviews reveals how interaction is framed by the two research participants’ courses and to what extent interactive events are tied to specific goals related to written assignments. Findings echo existing research that language proficiency, familiarity with norms, and power relations intersect in rendering interaction problematic. I discuss recommendations for enhancing interaction in course design and pedagogy; rather than trans-contextual solutions, constructivist evaluation studies of specific courses are needed which reflect voices of all participants.
DOI: 10.6084/m9.figshare.19969865.v1
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.