A resenha acadêmica no processo de retextualização, mediada pela sequência didática

• Autor(a) principal: Portugal, Rosany Aparecida
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/4863
• topic: Retextualização; Intertextualidade; Resenha acadêmica; Sequência didática; Retextualization; Intertextuality; Academic review; Didatic sequence; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This dissertation fits in the area of Applied Linguistics, more specifically in the field of teaching of first language, and intends to disclose results concerning a research on the influence of intertextuality in the process of retextualization of the academic genre review, mediated by a didactic sequence (DS). Therefore, we aim to present an overview of how university students of a specific discursive community, with specific communicative purposes, appropriate of the discourse of others in the production and retextualization of academic review. We also aim to support our proposition that the DS favors the teaching and learning of the genre review. To this end, we formulate a didactic sequence, based on the model and Schneuwly and Dolz (2004), which aimed to teach the genre review linking it to retextualization activities as proposed by Marcuschi (2001), Travaglia (2003), Dell'Isola (2007) and Simões (2009). Besides the authors mentioned, we based the DS on the concept of genre by Swales (1990). The corpus consisted of one hundred twelve (112) textual productions, being fifty-six productions (56) of each class, between IP (initial production) and FP (final production), according to the scheme for the DS. The analysis showed that, initially (PI), the students were copying snippets of source text (ST) or quotations and paraphrases without mentioning the author of the ST, as assumed in the baseline. After the implementation of the DS, the number of paraphrases increased, so as decreased the number of copies. This way, we obtained satisfactory results. The DS was favorable, although, for the preparation of the review, because, from the module on the configuration of the genre, students added important rhetorical movements in the FP. The use of rhetorical moves, however, was not enough for the two groups to reach good results, because the process of retextualization presupposes an understanding of the source text.