Perceptions of writers about academic literacies in the writing practice of collaborative reviews

Detalhes bibliográficos
Autor(a) principal: Bento, Franciclé Fortaleza
Data de Publicação: 2021
Outros Autores: Araújo, Júlio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da ABRALIN (Online)
DOI: 10.25189/rabralin.v20i3.1998
Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/1998
Resumo: This article aims at investigating the perception of writers about academic literacies evidenced during the writing of collaborative academic reviews on the wiki platform based on some of its unfoldings: disciplinary literacies and argumentative literacies. It is a descriptive research method carried out with 17 undergraduate students in English language that highlights the speeches of the participants about the skills of apprehending the review genre, taking into account the disciplinary culture in which it is inserted and the argumentation to write this genre. The theoretical framework of the research includes academic literacies (KIILI; MÄKINEN; COIRO, 2013), disciplinary literacies (SHANAHAN; SHANAHAN, 2008; 2012; MCCONACHIE, 2010) and argumentative literacies (ANDREWS, 2010). The results indicate that the disciplinary literacies enabled students to understand the structure of the review genre, which includes the notion of its rhetorical moves and its communicative purpose. In addition to this, the argumentative literacies required students to take a critical stance to evaluate the reviewed texts.
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spelling Perceptions of writers about academic literacies in the writing practice of collaborative reviewsPercepções de redatores sobre os letramentos acadêmicos na prática da escrita de resenhas colaborativasLetramentos acadêmicosLetramentos disciplinaresLetramentos argumentativosAcademic literaciesDisciplinary literaciesArgumentative literaciesThis article aims at investigating the perception of writers about academic literacies evidenced during the writing of collaborative academic reviews on the wiki platform based on some of its unfoldings: disciplinary literacies and argumentative literacies. It is a descriptive research method carried out with 17 undergraduate students in English language that highlights the speeches of the participants about the skills of apprehending the review genre, taking into account the disciplinary culture in which it is inserted and the argumentation to write this genre. The theoretical framework of the research includes academic literacies (KIILI; MÄKINEN; COIRO, 2013), disciplinary literacies (SHANAHAN; SHANAHAN, 2008; 2012; MCCONACHIE, 2010) and argumentative literacies (ANDREWS, 2010). The results indicate that the disciplinary literacies enabled students to understand the structure of the review genre, which includes the notion of its rhetorical moves and its communicative purpose. In addition to this, the argumentative literacies required students to take a critical stance to evaluate the reviewed texts. Este artigo tem o objetivo de investigar a percepção de redatores sobre os letramentos acadêmicos evidenciados durante a escrita de resenhas acadêmicas colaborativas na plataforma wiki a partir de alguns de seus desdobramentos: os letramentos disciplinares e os letramentos argumentativos. Trata-se de uma pesquisa descritiva realizada com 17 graduandos em Letras-Inglês que destaca as falas dos participantes sobre as habilidades de apreender o gênero resenha, levando em conta a cultura disciplinar no qual está inserido e a argumentação para escrever este gênero. O aporte teórico da pesquisa compreende os letramentos acadêmicos (KIILI; MÄKINEN; COIRO, 2013), os letramentos disciplinares (SHANAHAN; SHANAHAN, 2008; 2012; MCCONACHIE, 2010) e os letramentos argumentativos (ANDREWS, 2010). Os resultados indicam que os letramentos disciplinares permitiram aos alunos compreender a estrutura do gênero resenha, o que inclui a noção de seus movimentos retóricos e seu propósito comunicativo. Ademais, os letramentos argumentativos exigiram dos estudantes um posicionamento crítico para avaliar os textos resenhados.Associação Brasileira de Linguística2021-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoapplication/pdfhttps://revista.abralin.org/index.php/abralin/article/view/199810.25189/rabralin.v20i3.1998Revista da ABRALIN; V. 20, N. 3 (2021); 1236-1255Revista da ABRALIN; V. 20, N. 3 (2021); 1236-12550102-715810.25189/rabralin.v20i3reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revista.abralin.org/index.php/abralin/article/view/1998/2513Copyright (c) 2021 Franciclé Fortaleza Bento, Júlio Araújoinfo:eu-repo/semantics/openAccessBento, Franciclé Fortaleza Araújo, Júlio2021-12-23T21:24:59Zoai:ojs.revista.ojs.abralin.org:article/1998Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2021-12-23T21:24:59Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false
dc.title.none.fl_str_mv Perceptions of writers about academic literacies in the writing practice of collaborative reviews
Percepções de redatores sobre os letramentos acadêmicos na prática da escrita de resenhas colaborativas
title Perceptions of writers about academic literacies in the writing practice of collaborative reviews
spellingShingle Perceptions of writers about academic literacies in the writing practice of collaborative reviews
Perceptions of writers about academic literacies in the writing practice of collaborative reviews
Bento, Franciclé Fortaleza
Letramentos acadêmicos
Letramentos disciplinares
Letramentos argumentativos
Academic literacies
Disciplinary literacies
Argumentative literacies
Bento, Franciclé Fortaleza
Letramentos acadêmicos
Letramentos disciplinares
Letramentos argumentativos
Academic literacies
Disciplinary literacies
Argumentative literacies
title_short Perceptions of writers about academic literacies in the writing practice of collaborative reviews
title_full Perceptions of writers about academic literacies in the writing practice of collaborative reviews
title_fullStr Perceptions of writers about academic literacies in the writing practice of collaborative reviews
Perceptions of writers about academic literacies in the writing practice of collaborative reviews
title_full_unstemmed Perceptions of writers about academic literacies in the writing practice of collaborative reviews
Perceptions of writers about academic literacies in the writing practice of collaborative reviews
title_sort Perceptions of writers about academic literacies in the writing practice of collaborative reviews
author Bento, Franciclé Fortaleza
author_facet Bento, Franciclé Fortaleza
Bento, Franciclé Fortaleza
Araújo, Júlio
Araújo, Júlio
author_role author
author2 Araújo, Júlio
author2_role author
dc.contributor.author.fl_str_mv Bento, Franciclé Fortaleza
Araújo, Júlio
dc.subject.por.fl_str_mv Letramentos acadêmicos
Letramentos disciplinares
Letramentos argumentativos
Academic literacies
Disciplinary literacies
Argumentative literacies
topic Letramentos acadêmicos
Letramentos disciplinares
Letramentos argumentativos
Academic literacies
Disciplinary literacies
Argumentative literacies
description This article aims at investigating the perception of writers about academic literacies evidenced during the writing of collaborative academic reviews on the wiki platform based on some of its unfoldings: disciplinary literacies and argumentative literacies. It is a descriptive research method carried out with 17 undergraduate students in English language that highlights the speeches of the participants about the skills of apprehending the review genre, taking into account the disciplinary culture in which it is inserted and the argumentation to write this genre. The theoretical framework of the research includes academic literacies (KIILI; MÄKINEN; COIRO, 2013), disciplinary literacies (SHANAHAN; SHANAHAN, 2008; 2012; MCCONACHIE, 2010) and argumentative literacies (ANDREWS, 2010). The results indicate that the disciplinary literacies enabled students to understand the structure of the review genre, which includes the notion of its rhetorical moves and its communicative purpose. In addition to this, the argumentative literacies required students to take a critical stance to evaluate the reviewed texts.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-23
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dc.identifier.uri.fl_str_mv https://revista.abralin.org/index.php/abralin/article/view/1998
10.25189/rabralin.v20i3.1998
url https://revista.abralin.org/index.php/abralin/article/view/1998
identifier_str_mv 10.25189/rabralin.v20i3.1998
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revista.abralin.org/index.php/abralin/article/view/1998/2513
dc.rights.driver.fl_str_mv Copyright (c) 2021 Franciclé Fortaleza Bento, Júlio Araújo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Franciclé Fortaleza Bento, Júlio Araújo
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Associação Brasileira de Linguística
publisher.none.fl_str_mv Associação Brasileira de Linguística
dc.source.none.fl_str_mv Revista da ABRALIN; V. 20, N. 3 (2021); 1236-1255
Revista da ABRALIN; V. 20, N. 3 (2021); 1236-1255
0102-7158
10.25189/rabralin.v20i3
reponame:Revista da ABRALIN (Online)
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instname_str Universidade Federal do Paraná (UFPR)
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reponame_str Revista da ABRALIN (Online)
collection Revista da ABRALIN (Online)
repository.name.fl_str_mv Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)
repository.mail.fl_str_mv rkofreitag@uol.com.br || ra@abralin.org
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dc.identifier.doi.none.fl_str_mv 10.25189/rabralin.v20i3.1998