Critérios de correção das redações dos processos seletivos da UFU: uma análise quantitativo-qualitativo

• Autor(a) principal: Chagas, Roselaine das
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/15331
• topic: Lingüística textual; Coerência; Critérios de correção; Produção textual; Textual linguistics; Coherence; Cohesion; Correction criteria; Textual production; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This work aimed to investigate the use of coherence and cohesion mechanisms present in college entrance examination texts, using the criteria for composition correction established by UFU (Federal University of Uberlândia). For the investigation here proposed the following authors were used as theoretical reference: Beaugrande and Dressler (1981), Koch and Travaglia (2004). The research was performed out of a random choice of 80 compostions which were analysed and whose faults were quantified and classified within a total of 12 aspects, according to the correction criteria for compositions by UFU: Structuring and Argumentativity (suitability of the title to the content of the composition; tangibility and deviation from the theme, the presence of arguments, relationship of the arguments with the main theme, non-authorized inferences, contradiction); Cohesion (use of the inter and intra-statement resources and PIS (progression, sufficiency of data and vocabulary adequacy). The qualitative and quantitative analysis of the results showed that the college entrance examinees presented greater difficulty regarding the PIS, that is, they had problems to produce informative texts which show textual progression and enough data to be interpreted as well as adequate language to the context of production. The second most violated criterion was the Cohesion, showing the difficulty of the text producers to apply the grammar resources suitably to the texts they produce, in order to give the ideas an ideal sequence. Thus, the analysis and discussion of the data showed that the college entrance examinees do not bear the basic requirements demanded by the University. They are not, therefore, in their greater majority, able to produce texts which are coherent, cohesive and efficient.