Guia Práticas Discursivas Da Academia

Universidade Federal de Uberlândia
Curso de Letras/Inglês
Língua Inglesa: Práticas Discursivas da

Academia
Profa. Dra. Alice Cunha de Freitas
ILEEL – UFU
Língua Inglesa: Práticas Discursivas da Academia 1

Língua Inglesa: Práticas Discursivas da Academia
About the author
Alice Cunha de Freitas is an English as a foreign language professor at the Institute of Languages and
Linguistics of the Federal University of Uberlândia, MG. She has a major in Portuguese and English
Languages and Related Literatures, a Master’s degree in Applied Linguistics, with a focus on foreign language
acquisition, from the Catholic University of São Paulo (1992), and a Doctor’s degree in Applied Linguistics,
with a focus on Systemic Functional Linguistics and Critical Discourse Analysis, from the Catholic University
of São Paulo (1997). She developed her Pós-Doctoral research in the area of Pragmatics at the State
University of Campinas, São Paulo – UNICAMP, under the supervision of Prof. Dr. Kanavillil Rajagopalan
(2001-2002). She has been working as a foreign language teacher since 1980. Her main research interest
is Language and Politics and the Policies for Language Teaching. She has taught at the Catholic University
of São Paulo (PUC/SP) for 5 years and has been teaching at the Federal University of Uberlândia, MG,
since 1993, where she has also been the Coordinator of the Post-Graduation Program in Linguistic Studies
(Maters and PhD Degrees) for eight years.
2 Língua Inglesa: Práticas Discursivas da Academia

PRESIDENTE DA REPÚBLICA
Jair Messias Bolsonaro
MINISTRO DA EDUCAÇÃO
Abraham Weintraub
UNIVERSIDADE ABERTA DO BRASIL

DIRETORIA DE EDUCAÇÃO A DISTÂNCIA/CAPES
Carlos Cezar Modernel Lenuzza
REITOR DA UNIVERSIDADE FEDERAL DE UBERLÂNDIA - UFU

Valder Steffen Junior
VICE-REITOR
Orlando César Mantese
CENTRO DE EDUCAÇÃO A DISTÂNCIA

DIRETORA E REPRESENTANTE UAB/UFU
Maria Teresa Menezes Freitas
SUPLENTE UAB/UFU
Aléxia Pádua Franco
INSTITUTO DE LETRAS E LINGUÍSTICA -ILEEL - UFU

DIRETOR
Ariel Novodvorski
CURSO DE LETRAS - LICENCIATURA EM INGLÊS E LITERATURAS DE LÍNGUA INGLESA
COORDENADOR
Rafael Matielo
PROFESSORA
Profa. Dra. Alice Cunha de Freitas
ILEEL – UFU
CONSELHO EDITORIAL
Aléxia Pádua Franco - UFU
Bruno Franceschini - UFG
Diva Souza Silva - UFU
Maria Teresa Menezes Freitas - UFU
Simone Tiemi Hashiguti - UFU
Stella Esther Ortweiler Tagnin - USP
Viviane Cabral Benzegen - UFV

SUMÁRIO
INFORMAÇÕES7
INTRODUÇÃO8
CRONOGRAMA9
Outline of Unit 1 10
Let’s get started! 11
Módulo 1 – Understanding what academic writing is 12
1.1 What Makes Writing Academic 12
Task 1 – Video - What is Academic Writing 13
Task 2 – Reading 13
Task 3 – Discussion forum 14
1.2 The Notion of Genre: genres in the academic world. 14
1.3 Writing a written genre: the abstract 15
Task 4– Reading – Additional Readings 17
Task 5– Reading for the Production forum 18
Task 6–Production forum 18
Módulo 2 – Understanding the Genre “Essay” 21
Task 1– Exercise – Production forum 22
Task 2 – Video - Simple, Compound and Complex Sentences 24
Task 4 – Video - Writing a Complete Sentence 27
Task 6 – Video – Linking Words and Phrases 31
Módulo 3 – How to develop note-taking and Oral Presentations 35
Task 1 – Video - How to Take Great Notes 37
Task 2 – Video – Note Taking Skills 38
Task 3 – Preparing for Note–taking 39
Task 4 – Video and Production Forum 39
Task 5 – Video – Speaking Tips - Stop Worrying and Start Presenting 41
Task 6 – Production Forum 41
Língua Inglesa Práticas Discursivas da Academia 5

SUMÁRIO
Módulo 4 – Os gêneros “resumo” e “resenha” 44
Task 1 – Video - Understanding Summary Writing 45
Task 2 – Reading 47
Task 3 – Video – How to Paraphrase 47
Task 5 – Video – How to Write an Article Review 49
REFERENCES50

INFORMAÇÕES
Prezado(a) aluno(a),
Ao longo deste guia impresso você encontrará alguns “ícones” que lhe ajudarão a identificar as atividades.
Fique atento ao significado de cada um deles, isso facilitará a sua leitura e seus estudos.
Destacamos alguns termos no texto do Guia cujos sentidos serão importantes para sua compreensão.
Para permitir sua iniciativa e pesquisa não criamos um glossário, mas se houver dificuldade interaja no
Fórum de Dúvidas.
7 Língua Inglesa Práticas Discursivas da Academia

INTRODUÇÃO
Caro(a) aprendiz,
Seja bem-vindo(a) à disciplina Língua Inglesa: Práticas Discursivas da Academia oferecida ao curso de
Letras: Licenciatura em Inglês e Literaturas de Língua Inglesa a Distância, do Instituto de Letras e Linguística
da UFU. O objetivo de todo curso de Licenciatura é contribuir para qualificação de professores dos Ensinos
Fundamental e Médio, por meio de formação acadêmico-pedagógica, desenvolvida a partir de uma relação
de autonomia que envolve processos de transformação, em uma perspectiva continuada.
O objetivo precípuo desta disciplina é promover a prática da escrita, em língua inglesa, de gêneros
específicos do contexto acadêmico, aliando essa prática ao desenvolvimento de postura crítica.
É importante lembrá-lo de que a leitura deste guia deve ser articulada ao Ambiente Virtual de Aprendizagem
(Moodle). Você também deve estar atento às orientações que receberá ao longo do curso, por meio do
(a) seu (sua) tutor (a).
Organizamos esta disciplina nos seguintes módulos, levando em consideração sua ementa e seus objetivos:
Módulo 1 – Reflexões sobre a escrita acadêmica e sobre o con-

ceito de gênero. O gênero “Abstract”.
Módulo 2 – O gênero “ensaio”
Módulo 3 - Como fazer “Note-takings” e “Oral Presentations”
Módulo 4 – Os gêneros “resumo” e “resenha”.

CRONOGRAMA
1ª e 2ª semanas 3ª e 4ª semanas 5ª e 6ª semanas 7ª e 8ª semanas

Módulo 1
Módulo 4
Módulo 3
Reflexões sobre a Módulo 2
Os gêneros “resumo”
escrita acadêmica e Como Fazer Note-
e “resenha”.
sobre o conceito de O gênero “ensaio” takings e Oral
gênero. O gênero Presentations
“Abstract”.
16/05 a 27/05 28/05 a 08/06 09/06 a 21/06
04/05 a 15/05
Carga horária Carga horária Carga horária
Carga horária mínima: mínima: mínima:
mínima:
15h 15h 15h
15h
9 Língua Inglesa Práticas Discursivas da Academia

Outline of Unit 1
Tasks DESCRIPTION Assessment
Assista ao vídeo em:

Task 1 – Video: What is Academic
Writing http://www.youtube.com/
watch?v=YBKUiEh9bfQ
Leia o texto “What Is ‘Academic’ Writing”,

by L. Lennie Irvin, disponível no site:
Task 2 – Reading
http://wac.colostate.edu/books/
writingspaces1/irvin--what-is-academic-
writing.pdf
Task 3 – Discussion Forum Participe do fórum de discussões ao

longo deste módulo para socializar sua
5 pontos compreensão dos conteúdos trabalhados.
Complementary Reading: How to... Write

an Abstract – What’s an Abstract?
As atividades 3 e 6
http://www.emeraldinsight.com/authors/ serão avaliadas segundo
Task 4 – Reading – Additional Readings guides/write/abstracts.htm?part=1#2. critérios estabelecidos.
Leia as instruções sobre “How to Write an

Abstract”, no site: http://www.ece.cmu.
edu/~koopman/essays/abstract.html.
Leia o seguinte artigo: SCHUETZE, U.

“How do Male and Female Students Work
Task 5 – Reading for the Production with an Online Vocabulary Program?”.
Forum Electronic Journal of Foreign Language
Teaching. Vol. 7 No. 2, pp. 210-221,
National University of Singapore, 2010.
Siga as instruções contidas neste Guia

Task 6 – Production Forum de Estudos para produzir um abstract,
conforme instruções. Poste sua produção
8 pontos neste fórum para conhecimento de seus
colegas e avaliação de seu tutor.

Let’s get started!
Dear learner,
We invite you to know in advance what we intend to cover in the first unit of this course which
focuses on the production of genres which are often developed in the academic world, so that the goals
and the process to achieve these goals become clear. You will find below what we are supposed to do in
the first two weeks of this course.
Let’s work together! J
2 List of contents: (1st Unit)

• Understanding what academic writing is.
• The notion of genre; genres in the academic world; language choices; purposes; audience; “right
tone”.
• Written genres: the abstracts
¥ Goals:
• Learn about academic writing
• Discuss the concepts of genre
• Learn how to write an abstract
@ Main resources:
• Textbook; Virtual Learning Environment Moodle; Web.
·Estimated time to conclude this unit:

To complete the reading of this unit in the textbook and the proposed tasks, we suggest you dedicate 15
hours.
þ Criteria for Formative Assessment
1) Participation in the Discussion Forum – 5 points.

 You have followed the directions for participation without deviating from them.
 Your arguments are theoretically founded, demonstrating you have studied the textbook with
attention.
 You collaborated with your tutor and with your classmates.
 Your text is appropriate to the demands of academic writing.
 You have completed the discussion tasks on time.
2) Textual production posted on the Share your tasks Forum (Task 6) – 8 points
The criteria for a “8 star Performance” are:
 You have followed the directions for the textual production and did not deviate from them.
 You have demonstrated accuracy in your writing.
 Your textual production is appropriate to the demands of academic writing.
 You have completed the production tasks on time.

Módulo 1 – Understanding what academic writing is
Source: http://techandscience.com/techblog/ShowArticle.aspx?ID=3738
1.1 What Makes Writing Academic
The university is described by some as a world which is a culture in itself. But, according to Morley-
Warner (2007, p. 10), it would probably be more accurate to describe it as “a collection of cultures, with
variations across faculties, courses and subjects”. In this sense, we can infer that there are specific rules
and characteristics which are inherent to each area, or field of study. But, although the repertoire and the
expectations of writing practice may change, as you move from one subject to another, there are certain
genres which are required in all of the fields of knowledge, and which share the same regularities and
follow the same “move structure”, as you will see later on this unit.
 But, what exactly does the word “academic” imply?
It is usually related to the context of higher education, or to something which is in accordance with a set
of rules and conventions traditionally required in the school context or in the context of higher education.
And writing in the academic context implies following this set of conventions and rules for the development
of written tasks (genres), usually intended for a more critical and well informed audience. Therefore, it
is important to find the most appropriate “tone”, which includes: selection of words; level of formality;
level of assertion; and conventions of punctuation, grammar, and spelling. It is, thus, very important to
remember who you are writing to and to avoid assuming too much or too little; in other words, although
you should take for granted that your reader shares some knowledge with you, and that they are smart
and critical readers, do not presuppose that they will understand all the concepts underlying your text. So,
some explanations and definitions may be necessary when developing a written academic task.
 And what does the ability to write require?
Good writing implies two important things: 1) it should have a clearly defined purpose, and 2) it should
present a definite point. Especially in academic writing you should be as clear as possible in the presentation
of your ideas (opinions) and knowledge, and your text should be clean and correct.
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And remember, academic writing consists of a number of text types and genres. Therefore, it will be of utmost
importance for you to learn how to develop some of the genres which are required in the academic world. But,
before we move on to that topic, You can get started by watching a video which will show you what academic
writing is, as proposed in Task 1.
Task 1 – Video - What is Academic Writing
Watch this video: http://www.youtube.com/watch?v=YBKUiEh9bfQ. It will serve as a basis for some

reflection on what academic writing is.
 The video is very interesting and informative, but we suggest that you improve your knowledge
about the topic by reading a little more about that, as suggested in Task 2.
Task 2 – Reading
You are going to read the text “What Is ‘Academic’ Writing”, by L. Lennie Irvin. The text is available on site:
http://wac.colostate.edu/books/writingspaces1/irvin--what-is-academic-writing.pdf
Após a leitura atenta da seção 1.1., que trata da natureza da prática escrita no contexto acadêmico,
escreva abaixo sua visão sobre a importância do conceito de gênero para o desenvolvimento das
tarefas verbais comunicativas próprias desse contexto.

Task 3 – Discussion forum
After reading and reflecting upon what is meant by “academic writing”, discuss with your tutor and your
classmates on the Discussion forum. This forum will be used in other moments of this unit.
Source: http://necacademicsupport.pbworks.com/w/page/48187947/STRATEGIES%20FOR%20
EFFECTIVE%20READING,%20WRITING%20%20THINKING
1.2 The Notion of Genre: genres in the academic world.

The concept of “genre” has been explored with a focus on the development of academic literacies and
writing skills. It has been used to help students, especially non-native English speakers, write more
effectively, as far as specific academic genres are concerned. According to Swales (1990, p. 58),
[a] genre comprises a set of communicative events, the members of which share a set
of communicative purposes. These purposes are recognized by the expert members of
the parent discourse community and thereby constitute the rationale for the genre. This
rationale shapes the schematic structure of the discourse and influences and constrains
choice of content and style (SWALES, 1990, p. 58).
The study of genres, in this sense, focuses on the structural elements and on the concept of communicative
purposes within fields of study. These two aspects constrain the linguistic choices (not only in terms of
lexis, but also in terms of syntactic and grammatical structures, level of formality, and so on) for the
development of each genre. Therefore, it is important to get to know exactly how each genre – in the
academic world – behaves in relation to its structure and to its obligatory and optional moves.
If you want to learn more about the development of genres in the academic context, you should
watch the interview with Dr. Sheena Gardner, author of Genres Across the Disciplines: Student
Writing in Higher Education (Cambridge Applied Linguistics), available at: https://www.youtube.
com/watch?v=IBAREv9ZrxA.

During this course, you will learn how to write some of the written and oral genres which are usually
required from students (and teachers) in the academic world, such as: abstracts, essays, note taking,
summaries, book and article reviews and oral presentations (how to prepare an oral presentation).
The first genre you will learn how to write is the “Abstract”, so, this will be our next topic.
1.3 Writing a written genre: the abstract
What’s an Abstract?
An abstract is an abbreviated version of your science project final report. For most scientific events, it is
limited to a maximum of 250 words. The abstract appears at the beginning of the report (a research paper,
for example) as well as on your display board.
An abstract should have the following five pieces:
• Introduction: describe the purpose for carrying out your research. Show the relevance of
your research. Why should anyone care about the work you did? You have to tell them why. Did you
explain something that should cause people to change the way they go about their daily business?
If you made an invention or developed a new procedure how is it better, faster, or cheaper than
what is already out there? Motivate the reader to finish the abstract and read the entire paper or
display board.
• Problem Statement. Identify the problem you solved or the hypothesis you investigated.
• Procedures. What was your approach for investigating the problem? Don’t go into detail
about materials unless they were critical to your success. Do describe the most important variables
if you have room.
• Results. What answer did you obtain? Be specific and use numbers to describe your results.
Do not use vague terms like “most” or “some.”
• Conclusions. State what your science project or invention contributes to the area you
worked in. Did you meet your objectives?
Now, let’s understand the structure of the abstract in a more practical way. Observe the abstract below
and its corresponding version in Portuguese. Try to identify each of the moves explained in the preceding
paragraphs.
Integrated approach to teaching English in primary and preschool
The current research work presents a study which sought to observe emergent foreign language literacy
behaviours in a foreign language (English) in a preschool setting. Therefore we proceeded to the design
and implementation of an integrated approach to teaching English, through a methodology inspired in
the action-research paradigm, here understood as an opportunity of pedagogic innovation and teacher
training. The study was carried out simultaneously in primary schools, with the main purpose of comparing
the attitudes of older learners regarding their foreign language literacy behaviours. The data were collected
through lesson observation and audiorecording, further transcribed, research diaries, questionnaires,
portfolios and semi-structured interviews to specialists in foreign and second language pedagogy. The
adopted procedure to analyze the corpus was the application of content analyses techniques. Results
demonstrate the significance of playful integrated approaches in the enhancement of emergent reading
and writing behaviours, thus stimulating preschool children’s intrinsic motivation in learning the target
language and culture. Thus, the observed emergent reading and writing behaviours allow setting an analogy
with bilingual children, considering that in the process of learning a foreign language, they develop at the
same time their mental flexibility as well as self-regulatory behaviours in several areas of knowledge. The
results also allow stating that motivational strategies that enhance intrinsic motivation such as play and

storytelling are critical in raising cultural and linguistic awareness, in contrast with the findings obtained
at the primary school level of education through the English democratization programme. Therefore the
main implications of this study suggest the possibility of entitling preschool children to foreign language
education, being this period understood as unique in preventing reading and writing failure when learning
a foreign language. As such preschool education might be considered as a foundation stage in children’s
linguistic future, in a perspective of lifelong education.
Abordagem integrada ao ensino do inglês no 1ª CEB e no pré-escolar
O presente trabalho de investigação apresenta um estudo que procurou observar comportamentos de

literacia emergente numa língua estrangeira (Inglês) em contexto da educação pré-escolar. Procedeu-se
à conceção e implementação de uma abordagem integrada ao ensino da língua inglesa, através numa
abordagem metodológica inspirada no paradigma investigação-ação, percecionada como oportunidade de
inovação pedagógica e de formação de professores. O estudo foi desenvolvido em simultâneo no 1ºCEB,
tendo como principal objetivo comparar os comportamentos e atitudes dos alunos de outra faixa etária
relativamente aos comportamentos de literacia em língua estrangeira. Os dados foram recolhidos através
da observação, gravação de aulas, posteriormente transcritas, diários do investigador, questionários,
portfolios dos alunos e entrevistas semi-estruturadas a especialistas na área da pedagogia de línguas
estrangeiras, analisados através da aplicação de técnicas de análise de conteúdo como procedimento
de análise do corpus. Os resultados demonstram a relevância de abordagens integradas de cariz
lúdico na promoção de comportamentos de leitura e escrita emergente, estimulando assim motivação
intrínseca nas crianças pela aprendizagem da língua e cultura-alvo. Por conseguinte, os comportamentos
observados de literacia emergente em língua estrangeira permitem estabelecer uma analogia com as
crianças bilingues, na medida em que ao aprenderem uma outra língua desenvolvem em sincronia a sua
flexibilidade mental e estratégias de auto-regulação em diversas áreas de conhecimento. Os resultados
permitem ainda concluir que estratégias promotoras de motivação intrínseca como o lúdico e o storytelling
são vitais na sensibilização à diversidade linguística e cultural, por oposição aos resultados evidenciados
pela estratégia nacional para o ensino de línguas estrangeiras no 1.ºCEB. As principais implicações deste
estudo sugerem a possibilidade de generalização da língua estrangeira na educação pré-escolar, sendo
esta etapa compreendida como um período privilegiado na prevenção de insucesso na leitura e escrita
na aprendizagem de uma língua estrangeira. Deste modo, a educação pré-escolar pode ser considerada
como um tempo fundador do futuro linguístico das crianças, numa perspectiva de educação linguística ao
longo da vida.
AUTHOR: Lucas, Carmen Manuela Pereira Carneiro

SOURCE: http://ria.ua.pt/handle/10773/10690
Things to Avoid
• Avoid jargon or any technical terms that most readers won’t understand.
• Avoid abbreviations or acronyms that are not commonly understood unless you describe
what they mean.
• Abstracts do not have a bibliography or citations.
• Abstracts do not contain tables or graphs.
• For most scientific events (conferences, science fairs, etc.), the abstract must focus on the
previous 12 months’ research (or less), and give only minimal reference to any earlier work.
• If you are working with a scientist or mentor, your abstract should only include procedures
done by you, and you should not put acknowledgements to anyone in your abstract.

Why Is an Abstract Important?
Your abstract should allow people to quickly determine if they want to read the entire report. Consequently,
at least ten times as many people will read your abstract as any other part of your work. It’s like an
advertisement for what you’ve done. If you want judges and the public to be excited about your research,
then write an exciting, engaging abstract!
Since an abstract is so short, each section is usually only one or two sentences long. Consequently, every
word is important to conveying your message. If a word is boring or vague, refer to a thesaurus and find a
better one! If a word is not adding something important, cut it! But, even with the abstract’s brief length,
don’t be afraid to reinforce a key point by stating it in more than one way or referring to it in more than
one section.
How to Meet the Word Limit
Most authors agree that it is harder to write a short description of something than a long one. Here’s a
tip: for your first draft, don’t be overly concerned about the length. Just make sure you include all the
key information. Then take your draft and start crossing our words, phrases, and sentences that are less
important than others. Look for places where you can combine sentences in ways that shorten the total
length. Put it aside for a while, then come back and re-read your draft. With a fresh eye, you’ll probably
find new places to cut. Before you know it you will have a tightly written abstract.
 Adaptado do site:
< http://www.sciencebuddies.org/science-fair-projects/project_abstract.shtml>
 In order to know more about the development of an “Abstract”, you must read about that on the
sites indicated below.
Task 4– Reading – Additional Readings
Source: http://academicproductivity.com/2007/eight-tips-for-better-academic-writing/
Additional Reading – Activity 1: In order to understand what exactly is an “Abstract”, read: HOW TO...
WRITE AN ABSTRACT – WHAT’S AN ABSTRACT? Available on:
http://www.emeraldinsight.com/authors/guides/write/abstracts.htm?part=1#2.
Additional Reading Activity – 2: Now that you know what an “Abstract” is, and what is its purpose, read
about “How to Write an Abstract” on the following site:
http://www.ece.cmu.edu/~koopman/essays/abstract.html.

Task 5– Reading for the Production forum
Now that you’ve learned about how to write an abstract, read the research paper indicated
below, which is available on the Internet, before you go to the next task (Task 6). Then follow the
instructions in task 6 for the “Production Forum”.
SCHUETZE, U. “How do Male and Female Students Work with an Online Vocabulary Program?”. Electronic
Journal of Foreign Language Teaching. Vol. 7 No. 2, pp. 210-221, National University of Singapore, 2010.
Disponível em: < http://e-flt.nus.edu.sg/v7n22010/schuetze.pdf>.
Task 6–Production forum
Write an abstract for the research paper indicated in Task 5. Then, post it on this forum so that your
colleagues and your tutor can read it. Finally, compare your abstract with the original abstract written by
the author of the paper. The original abstract is available on the Moodle Platform.

Outline of Unit 2
Tasks DESCRIPTI Assessment

Siga as instruções contidas neste guia para
fazer os exercícios sobre estruturação de
períodos complexos.
Task 1 –Exercise – Production forum
Poste sua produção neste fórum para
conhecimento de seus colegas e avaliação
de seu tutor.

Task 2 – Video: Simple, Compound and
Complex Sentences http://www.youtube.com/
watch?v=Hby4NBOwf7E
Siga as instruções contidas neste guia

para fazer os exercícios sobre estruturação
de períodos complexos.
Task 3 – Exercise – Production forum
Poste suas respostas neste fórum para
de seu tutor.

Task 4 – Video – Writing a Complete
Sentence http://www.youtube.com/
watch?v=6B1YrKHGeyY As atividades 5 e 7
serão avaliadas segundo
Writing a paragraph – Siga as instruções critérios estabelecidos.
contidas neste guia para escrever um
parágrafo sobre o tema indicado.
Task 5 – Exercise – Production forum
4 pontos
Poste seu parágrafo neste fórum para
de seu tutor.

Task 6 – Video – Linking Words and
Phrases http://www.youtube.com/
watch?v=zOIzw8nIWuk
Writing an essay –
Siga as instruções contidas neste guia

Task 7– Exercise – Production forum para escrever um ensaio sobre o tema
indicado.
9 pontos
Poste seu ensaio neste fórum para
de seu tutor.

Dear learner,
We invite you to know in advance what we intend to cover in the second unit of this course which
the third and fourth weeks.

• Writing Complex Sentences
• The Structure of the Paragraph
• Using Linking Words and Phrases
• Writing an Essay
¥ Goals:
• Learn how to write compound/complex sentences
• Learn how to structure and how to write a paragraph
• Learn how to use linking words and phrases
• Learn how to write an essay
@ Main resources:

hours.

attention.

Módulo 2 – Understanding the Genre “Essay”
Source: http://blogs.fruitportschools.net/egrimm/files/2010/09/essay1.gif
1. Getting Started
Now that you have learned some important aspects related to “academic writing” and about the
development of a specific academic genre, “the abstract”, we are going to study about one of the most
commonly required forms of writing that students will find in the academic context: the essay. And
because it is so commonly assigned, it is imperative that you understand the purpose and the structure of
the different types of essays (expository essays; descriptive essays; narrative essays; and argumentative
essays).
But, before we start the discussion about essay writing, it will be important to revise some grammatical
points in a more basic level. Strictly speaking, it will be necessary to start with the formation of compound
and complex sentences, and, after that, the structure of the paragraph and, finally, the structure of the
essay.
And how about if we start with Portuguese, first, to see how the formation of compound/complex sentences
works in our own language. After all, the structures in both languages (Portuguese and English) are very
similar, at least as far as the affirmative sentences are concerned. So, in order to make our proposal more
complete, let’s switch the code and do the next exercise in Portuguese. Here we go!!!
Como sabemos, as sentenças simples são as estruturas mais naturalmente usadas pelos falantes de uma
língua, pelo menos na modalidade oral. E isto vale para qualquer idade. Contudo, o que parece natural na
oralidade pode se tornar um problema na modalidade escrita, uma vez que um texto formado apenas por
sentenças simples (e, em geral, curtas) acaba soando fragmentado e infantil. Por esta razão, precisamos
conhecer e saber usar algumas regras e recursos léxico-gramaticais e sintáticos da língua (como os períodos
compostos, por exemplo) que permitam que os textos que produzimos possam ser percebidos como mais
consistentes, mais coerentes e aceitáveis e menos infantis. Então, vamos praticar.

Task 1– Exercise – Production forum
Exercício: Transforme cada grupo de orações simples (apenas informações básicas) em um único período
complexo (informações básicas ligadas sintaticamente a uma ou mais informações complementares).
Construa parágrafos com cada grupo temático. Observe o exemplo:
- Antônio estava disposto a confirmar a vocação para a teimosia. Antônio decidiu plantar feijão. O preço
do feijão estava baixo.
Possibilidades:
(i) Antônio, disposto a confirmar a vocação para a teimosia, decidiu plantar feijão, cujo preço estava baixo.
(ii) Disposto a confirmar a vocação para a teimosia, Antônio decidiu plantar feijão, cujo preço estava baixo.
(iii) Antônio, que estava disposto a confirmar a vocação para a teimosia, decidiu plantar feijão, cujo preço
estava baixo.
Agora, faça o exercício, transformando cada grupo de orações simples, elencadas abaixo, em um único
período complexo. Poste suas respostas no Production Forum e, em seguida, discuta suas respostas com
seus colegas e cheque-as com seu tutor.
1 - Oliviero Toscani é pai de seis filhos. Ele passa a metade do tempo viajando entre Milão, Paris e Nova
Iorque. Nessas cidades ele faz fotos de moda. A outra metade do tempo ele passa numa fazenda ao sul
de Pisa. A fazenda fica no litoral do mar Tirreno. Nessa fazenda ele cria quarenta cavalos Appallosa. Nessa
fazenda ele cultiva vinhedos e oliveiras.
2 - Toscani é o fotógrafo da Benetton. Ele foi condenado pelo Papa João Paulo II. O motivo da condenação
foi a foto mostrando um beijo entre um padre e uma freira. O padre e a freira eram dois modelos. Eles
posaram para Toscani num estúdio.
3 - Ele teve problemas na Inglaterra. O instituto de auto-regulamentação dos publicitários mandou retirar
3.000 outdoors. Os outdoors mostravam um bebê recém-nascido. O bebê aparece com o cordão umbilical.
A retirada aconteceu depois de protestos dos mais variados.
4 - Toscani é adepto fervoroso da convivência entre as raças. Toscani caiu nas más graças de entidades
negras brasileiras. Elas se irritaram com a foto da mulher negra amamentando um bebê branco. A foto foi
acusada de reeditar as relações senhorzinho e escrava.
Obs.: O exercício acima foi organizado pela equipe do Curso de Português Instrumental/ COGEAE-PUC-SP,
a partir do Livro Prática de Texto (de Carlos Alberto Faraco e Cristovão Tezza. Petrópolis: Editora Vozes,
1992). Algumas respostas alternativas estão disponíveis na plataforma Moodle.
Now, let’s GO back to English. Let’s see what we can find out about the structure of compound and complex
sentences in English. But, first of all, do you know the difference between a compound and a complex
sentence? See what you can find out about that.

After giving yourself some time to think about the question posed above, try to write down some of
the characteristics that distinguishes a compound from a complex sentence. Why is it important to
tell one from the other?
2. Writing complex sentences
As it was pointed out in the previous section, frequent use of short simple sentences can be strange
to read. Writing can be made more interesting by using two sorts of longer sentences: compound and
complex sentences.
Making compound and complex sentences
When you make a compound sentence you join two or more simple sentences together with a conjunction.
If you took the conjunction away, the sentences would be complete and they would still make sense.
For example:
‘I hate curry but I like Thai food.’= ‘I hate curry’ + but + ‘I like Thai food.’
It isn’t the same for complex sentences. Complex sentences don’t just divide into neat, complete, simple
sentences if you take out the conjunctions. In complex sentences the conjunction is used to join together
clauses. A clause is a group of words that contains a subject and a verb. Some of these clauses might be
complete short sentences, but in a complex sentence at least one of them will depend on the conjunction
for its meaning. In other words, if you take the conjunction away, the sentence won’t divide into complete
units that make sense by themselves.
For example:
‘The dinner was burned because she had forgotten it.’= ‘The dinner was burned’ + ‘because’ + ‘she had
forgotten it.’

This is a complex sentence:
‘The dinner was burned’ = complete, short sentence‘.

‘because’ = conjunction (joining word).
‘she had forgotten it’ = subordinate clause. This doesn’t make sense on its own. What had she forgotten?
This is called a ‘subordinate clause’ because without the rest of the sentence it doesn’t really make sense.
For example:
Although I’m not very good, I really enjoy playing football.’ = ‘Although’ + ‘I’m not very good’ + ‘I really
enjoy playing football.’
Again, this is a complex sentence:
• ‘Although’ = conjunction (joining word). Yes, sometimes conjunctions can appear at the beginning
of a sentence!
• ‘I’m not very good’ = subordinate clause. This doesn’t make sense on its own. What are you not
very good at? This is called a ‘subordinate clause’ because without the rest of the sentence it doesn’t really
make sense.
• ‘I enjoy playing football’ = complete short sentence.
Beware!
As for compound sentences, commas are not conjunctions and they should never be used to join short
sentences or clauses together.
For example: ‘The dinner was burned, she had forgotten it.’ = incorrect
‘The dinner was burned because she had forgotten it.’ = correct
Obs.: This material was adapted from the site:
< http://www.bbc.co.uk/skillswise/factsheet/en28conn-l1-f-complex-sentences>
Now, complete your knowledge about the topic by watching the video indicated in task 2, below.
Task 2 – Video - Simple, Compound and Complex Sentences
Watch the video about simple, compound and complex sentences on site: http://www.youtube.com/
watch?v=Hby4NBOwf7E
How about some practice? Let’s practice by doing the exercises below.

EXERCISE 1
Combine the following simple sentences to create a compound sentence. You can check your answers
below.
1. It rained for three days. The streets in my neighborhood flooded.

2. I got to ball practice late. I forgot to set my alarm.
3. Kyle completed his homework. He put it in his binder.
4. Luke mowed the lawn. He earned ten dollars.
5. I stayed up late last night. I am tired today.
6. Neil doesn’t like seafood. He doesn’t like cabbage.
7. My pencil was broken. I borrowed one from Jake.
8. I like apples. I like pears more.
9. Eight people got into the elevator. It was crowded. Three people got off.
10. Georgia gathered the pictures. She could arrange them in a special album for her family.
EXERCISE 2
Practice Exercise 2
Identify the independent and subordinate clauses in the following sentences and determine whether they
are complex or compound-complex. You can check your answers below.
11. Jason decided to stay up late because he had a lot of homework to do.
12. If you hurry, we might get to school on time.
13. Although Monica had a cold, she went to school because she had a test.
14. While washing the car, Todd slipped on the soap and he fell.
15. Dad takes the train to work even though he has a car.
16. After Mom arrived, she put the disk in the DVD player and we watched a great movie.
17. Even though his heart pounded with dread, Ben bolted up the stairs, and he checked out the
strange noise.
18. Molly baked brownies since she had nothing else to do.
19. Karen made a list of what was needed, and she double-checked it so she wouldn’t forget anything.
20. Frank had a good sense of humor, so he laughed a lot.

http://www.education.com/study-help/article/combining-sentences_answer/

Answers to EXERCISE 1
(In each case, only one possible answer is shown.)
1 - It rained for three days, so the streets in my neighborhood flooded.

2 - I got to ball practice late for I forgot to set my alarm.
3 - Kyle completed his homework and he put it in his binder.
4 - Luke mowed the lawn and he earned ten dollars.
5 - I stayed up late last night so I am tired today.
6 - Neil doesn’t like seafood, nor does he like cabbage.
7 - My pencil was broken so I borrowed one from Jake.
8 - I like apples, but I like pears more.
9 - Eight people got into the elevator, but it was crowded, so three people got off.
10 - Georgia gathered the pictures so that she could arrange them in a special album for her family.
Answers to EXERCISE 2
(The independent clauses are boldfaced, the subordinate clauses are italic, and conjunctions are Roman.)
11 - Jason decided to stay up late because he had a lot of homework to do. (complex)
12 - If you hurry, we might get to school on time. (complex)
13 - Although Monica had a cold, she went to school because she had a test. (complex)
14 - While washing the car, Todd slipped on the soap and he fell. (compound-complex)
15 - Dad takes the train to work even though he has a car. (complex)
16 - After Mom arrived, she put the disk in the DVD player and we watched a great movie. (compound-
complex)
17 - Even though his heart pounded with dread, Ben bolted up the stairs, and he checked out the strange
noise. (compound-complex)
18 - Molly baked brownies since she had nothing else to do. (complex)
19 - Karen made a list of what was needed, and she double-checked it so she wouldn’t forget anything.
(compound-complex)
20 - Frank had a good sense of humor, so he laughed a lot. (complex)

http://www.education.com/study-help/article/combining-sentences_answer/

Task 4 – Video - Writing a Complete Sentence
Watch the video about writing complete sentences on site:

http://www.youtube.com/watch?v=6B1YrKHGeyY
3. The Structure of the Paragraph
Before we talk about how to write a paragraph, we must, first of all, define “paragraph”. According to
YourDictionary, a paragraph is “a clear section of a written or printed work that contains one thought and
normally begins on a new line” (http://www.yourdictionary.com/paragraph). Other dictionaries define it
similarly as “a distinct division of written or printed matter that begins on a new, usually indented line,
consists of one or more sentences, and typically deals with a single thought or topic or quotes one speaker’s
continuous words” (http://www.thefreedictionary.com/paragraph).
So, now that we know what a paragraph is, the next questions would be “How can we write a paragraph?”,
and “How can we begin?” Of course, there are some rules that we should follow in order to write a good
paragraph, as we will see below, but the starting point is undoubtedly deciding what you want to write
about (knowing what to write about) and what exactly you want to say about that.
Source: http://schoolsquestiontime.org/how-to-write-a-paragraph/
That is why a prewriting stage is important. This is when you think carefully about what you are going to
write about and when you carry out some research about the topic. This will allow you to organize your
ideas before you actually start writing the paragraph.
According to some suggestions available on the internet, there are some important steps, in fact six
important prewriting steps, one should follow in order to write a good paragraph. So, here they are:

Six Prewriting Steps:
A - Think carefully about what you are going to write: Ask yourself:
- What question am I going to answer in this paragraph?
- How can I best answer this question?
- What is the most important part of my answer?
- How can I make an introductory sentence from the most important part of my answer?
- What facts or ideas can I use to support my introductory sentence?
- How can I make this paragraph interesting?
- Do I need more facts on this topic?
- Where can I find more facts on this topic?
B - Open your notebook:

- Write out your answers to the above questions. You do not need to spend a lot of time doing this.
Just write enough to help you remember why and how you are going to write your paragraph.
C - Collect facts related to your paragraph topic:

- Look for and write down facts that will help you to answer your question.
D - Write down your own ideas - Ask yourself:

- What else do I want to say about this topic?
- Why should people be interested in this topic?
- Why is this topic important?
E - Find the main idea of your paragraph:

- Choose the most important point you are going to present. If you cannot decide which point is the
most important, just choose one point and stick to it throughout your paragraph.
F - Organize your facts and ideas in a way that develops your main idea:
- Once you have chosen the most important point of your paragraph, you must find the best way to
tell your reader about it. Look at the facts you have written. Look at your own ideas on the topic. Decide
which facts and ideas will best support the main idea of your paragraph. Once you have chosen the facts
and ideas you plan to use, ask yourself which order to put them in the paragraph. Write down your own
note set that you can use to guide yourself as you write your paragraph.
What is the editing stage?

- The editing stage is when you check your paragraph for mistakes and correct them.
Grammar and Spelling

- Check your spelling;
- Check your grammar;
- Read your assignment again;
- Make sure each sentence has a subject;
- See if your subjects and verbs agree with each other;
- Check the verb tenses of each sentence;
- Make sure that each sentence makes sense.
Style and Organization

- Make sure your paragraph has a topic sentence.
- Make sure your supporting sentences focus on the main idea.
- Check that all your sentences focus on the main idea.
- See if your paragraph is interesting.

Obs.: This material was adapted from Site:
<http://www.paragraphorganizer.com/inner/how_to_write_paragraph.htm.>
Write a paragraph about one of the topics indicated below, and post it on the Moodle Platform.
Possible themes:
• What makes language learning so difficult?

• Will modern technology, such as the internet ever replace the book or the written word as the
main source of information?
• Education is the single most important factor in the development of a country. Do you agree?
4. The Use of Linking Words and Phrases
Source: http://www.englishexercises.org/makeagame/viewgame.asp?id=1954
Your have probably heard the expression “linking words and phrases” many times during your English
classes. They refer to a group of words and phrases, used as cohesive elements, which help you establish
coherence in a written passage. In other words, they are used to link ideas and paragraphs in a written
passage, and make your work more readable and more meaningful. They also help the reader follow the
writer’s train of thought. Therefore, it will be important to learn how to use some of these words and
phrases, according to the type of relation that they establish.
By the way, do you know what a phrase is? A phrase is a false cognate that does not mean “frase” (in
Portuguese). A phrase is a group of words that express an idea and are a part of a sentence. In Portuguese,
we call it a “sintagma”, which has a nucleus (or a head) that can be either a noun (a nominal group), a verb
(verbal group), an adjective, an adverb (adverbial group) or a preposition.
The charts below are not exhaustive, but present some of the most commonly used and useful linking words
and phrases. You might want to keep it as a reference.

REASON EXAMPLE
• For example
• For • For instance
• Because • That is (ie)
• Since • Such as
• As • Including
• Because of • Namely
SEQUENCE RESULTS
• First/firstly; second/secondly; third/thirdly • So
etc • As a result
• Next; last; finally • As a consequence (of)
• In addition; moreover • Therefore
• Further/furthermore • Thus
• Another • Consequently
• Also • Hence
• In conclusion • Due to
• To summarize
EMPHASIS ADDITION
• Undoubtedly • And
• Indeed • In addition / additionally / an additional
• Obviously • Furthermore
• Generally • Further
• Admittedly • Moreover
• In fact • Also
• Particularly / in particular • Too
• Especially • As well as
• Clearly
• Most Importantly
CONTRAST COMPARISON
• However • Similarly
• Nevertheless • Likewise
• Nonetheless • Also
• Still • Like
• Although / even though • Just as
• Though • Just like
• But • Similar to
• Yet • Same as
• Despite / in spite of • Compare
• In contrast (to) / in comparison • compare(d) to / with
• While • Not only...but also
• Whereas
• On the one hand….On the other hand
• On the contrary

Task 6 – Video – Linking Words and Phrases
Watch the video about writing complete sentences on site:

http://www.youtube.com/watch?v=zOIzw8nIWuk
5. Writing an Essay
An essay is defined as “a short piece of writing that expresses information as well as the writer’s opinion”
(YourDictionary), or, in a more complete way, as “brief, non-fiction compositions that describe, clarify,
argue, or analyze a subject”, as characterized by is given by Grace Fleming. As pointed out by the author,
students usually have to face essay assignments in any school subject and at any level of school, from a
personal experience to a complex analysis of a scientific process in graduate school (http://homeworktips.
about.com/od/collegeprepglossary/g/essay.htm).
Although there are many types of essays, for different purposes, they all share the same components: an
introduction (which includes a thesis statement), body, and conclusion. Your thesis statement indicates
what the essay will be about, and what is your opinion about it; what point you will be making. And,
remember, the strength of your essay will largely depend on how well your thesis statement is written.
According to Morley-Warner (2009, p. 34), the introduction “identifies the task being addressed, provides
some context for the writing and previews the thesis statement or point of view of the writer”.
Now, let’s see how the “introduction” should be designed. According to “Guide to Writing a Basic Essay”
(http://lklivingston.tripod.com/essay/intro.html), the introduction should be designed to attract the
reader’s attention and give him/her an idea of the essay’s focus. Therefore, you should begin with an
attention grabber, as detailed below:
1. Begin with an attention grabber.

The attention grabber you use is up to you, but here are some ideas:
• Startling information: this information must be true and verifiable, and it doesn’t need to be totally
new to your readers. It could simply be a pertinent fact that explicitly illustrates the point you wish to
make. If you use a piece of startling information, follow it with a sentence or two of elaboration.
• Anecdote: an anecdote is a story that illustrates a point. Be sure your anecdote is short, to the
point, and relevant to your topic. This can be a very effective opener for your essay, but use it carefully.
• Dialogue: an appropriate dialogue does not have to identify the speakers, but the reader must
understand the point you are trying to convey. Use only two or three exchanges between speakers to make
your point. Follow the dialogue with a sentence or two of elaboration.
• Summary Information: A few sentences explaining your topic in general terms can lead the reader
gently to your thesis. Each sentence should become gradually more specific, until you reach your thesis.
2. If the attention grabber was only a sentence or two, add one or two more sentences that will lead
the reader from your opening to your thesis statement.
3. Finish the paragraph with your thesis statement.
The “body” of the essay must contain the supporting arguments for your thesis. Here, you must include
relevant information, and any discussion base on that information, supported by research you have carried
out concerning the topic. According to Morley-Warner (2009, p. 54), “[t]he body of an essay is where you
show your hard work in gathering and using information and it is here that the bulk of the marks usually
lie”.

Each body paragraph will have the same basic structure. Start by writing down one of your main ideas, in
sentence form. For example, if your main idea is “reduces freeway congestion,” you might say this:
Public transportation reduces freeway congestion.
Next, write down each of your supporting points for that main idea, but leave four or five lines in between
each point. In the space under each point, write down some elaboration for that point. Elaboration can
be further description or explanation or discussion.
Example of “Supporting Point “:
Commuters appreciate the cost savings of taking public transportation rather than driving.
Examples of “Elaboration”:
Less driving time means less maintenance expense, such as oil changes.
Of course, less driving time means savings on gasoline as well.
In many cases, these savings amount to more than the cost of riding public transportation.
If you wish, include a summary sentence for each paragraph. This is not generally needed, however, and
such sentences have a tendency to sound stilted, so be cautious about using them.
Once you have fleshed out each of your body paragraphs, one for each main point, you are ready to
continue.
The “conclusion” brings closure to the reader, summing up your points or providing a final perspective on
your topic. All the conclusion needs is three or four strong sentences which do not need to follow any set
formula. Simply review the main points (being careful not to restate them exactly) or briefly describe your
feelings about the topic. Even an anecdote can end your essay in a useful way.
Obs.: Adapted from: “Guide to Writing a Basic Essay”, available on the site: http://lklivingston.tripod.com/
essay/intro.html.
If you want to learn more about essay writing in the academic context, you should visit the site http://
bd.eduweb.hhs.nl/es/How%20to%20Write%20an%20Essay.pdf
Write an essay (3 to 4 paragraphs) about one of the topics indicated below, and post it on the Moodle
Platform.
Possible themes:
• What makes language learning so difficult?

• Will modern technology, such as the internet ever replace the book or the written word as the
main source of information?
• Education is the single most important factor in the development of a country. Do you agree?

Outline of Unit 3

Task 1 – Video - How to Take
Great Notes. http://www.youtube.com/
watch?v=UAhRf3U50lM.

Task 2 – Video – Note Taking
Skills. http://www.youtube.com/
watch?v=9gCrslHx7xA.
Participe do fórum de discussões ao longo deste

Task 3 – Discussion Forum. módulo para socializar sua compreensão dos
conteúdos trabalhados.

As atividades 4 e 6
http://www.youtube.com/ serão avaliadas segundo
watch?v=yTidAm0dRR0 critérios estabelecidos.
Task 4 – Video – English
Everywhere (with Dr. Penny Ur) –
and Production Forum. Developing a note-taking of the interview with
4 pontos Dr. Penny Ur.
Siga as instruções contidas neste guia para

escrever seu “note-taking” da entrevista com Dr.
Penny Ur e postá-lo no Production Forum

Task 5 – Video – Speaking
Tips - Stop Worrying and Start
Presenting! http://www.youtube.com/
watch?v=Nlp7EYn44NU.
Task 6 – Postagem de um
“podcast” ou arquivo de áudio Poste seu “podcast” ou arquivo de áudio para
para apresentação oral. uma apresentação oral.
9 pontos

Dear learner,
We invite you to know in advance what we intend to cover in the third unit of this course which
the fifth and sixth weeks of this course.

• How to create good note-takings
• Note-taking and oral comprehension
• Note-taking for reading passages
• How to make an oral presentation
¥ Goals:
• Learn how to develop note-takings
• Learn how to take notes from listening comprehension
• Learn how to take notes for reading passages
• Learn how to make an oral presentation
@ Main resources:

hours.

attention.

Módulo 3 – How to develop note-taking and Oral Presentations
3.1 – How to develop note-taking
Source: https://www.google.com.br/#q=images+of+note+taking
3.1.1 – Getting Started
So far, for the two previous units, we have approached academic writing by introducing the notion of genre,
first, and, then, by showing how to develop two of the most commonly required written genres, at least
as far as the academic context is concerned: the abstract and the essay. Of course, in order to do so, we
also had to come across other grammatical and syntactic points such as: how to write compound/complex
sentences; how to use linking words and phrases; and finally, how to structure and write a paragraph. We
have, so far, as you can see, dealt with written genres only. So, it is about time we look at some oral genres
which are also required in the academic world, and a written genre which may depart from an oral genre.
Let’s talk, in this third unit, about the development of “note-taking” and “oral presentations”. Let’s start
with “note-taking”, which may be developed in relation to a reading passage or an oral presentation.
3.1.2– Effective Note-takings
First of all, let’s define note-taking. It is identified as the practice of selecting and recording whatever you
consider to be important information in a given passage, either oral or written, like a book or a lecture,
for example, or from various sorts of other oral presentations, including regular classes. And, in order to
create efficient notes, we must find a method that works for us, as each person has his/her own ways –
and styles – for doing things. This means you can use outlining, lists with important pieces of information,
or concept mappings, for example.
Another relevant point about effective note-takings is that you may combine the notes you have taken,
from a given task, with your own observations and remarks about it, so that you may always go back and
review whatever you may have considered to be important. According to the material prepared by the
Gwyn Jones and Pam Mort (from The Learning Centre, The University of New South Wales), “[t]aking
reliable, accurate notes also reduces the risk of plagiarism. It helps you distinguish where your ideas came
from and how you think about those ideas” (Available on: http://www.lc.unsw.edu.au/onlib/pdf/notetake.
pdf). And, remember, taking records of the core information you hear or read will help you to learn and
remember later. According to the authors, effective note-taking requires:

 recognizing the main ideas;
 identifying the information relevant to your task;
 having a system of note-taking that works for you;
 reducing the information to note and diagram format;
 where possible, putting the information in your own words;
 recording the source of the information.
Now, concerning the format of your note-taking, the authors provide some few tips:
1. set out your notebooks so that you have a similar format every time you take notes;
2. prepare columns that distinguish the source information and your thoughts can be helpful;
3. write headings that include bibliographic reference details of the sources of information are also
important;
4. use colors to highlight major sections, main points and diagrams makes notes easy to access.
Another important point to remember is that, during a lecture, you will not have a chance to rewind
and listen again, unless it is a taped lecture. So, some preparation for the lecture will certainly help you
improve comprehension. So, when you take notes, make sure you: 1) set out your purposes; 2) identify
the main ideas (select only what is relevant); and establish you own system for taking notes of the relevant
pieces of information. And remember: you do not need to write down everything that is said.
One strategy you may want to use in order to be more effective and to improve your note-taking ability
is to prepare before the lecture, by reading about the topic. You should also get familiar with the words
related to the topic. During the lecture, try to distinguish between main points, elaboration, examples,
repetition, ‘waffle’, restatements and new points.
3.1.3– The Use of Symbols and abbreviations
The use of symbols and abbreviations is useful for note-taking, especially in lectures, when speed is
important. The problem with symbols and abbreviations is that, if you are not familiar with them, you
might not understand your own notes latter. So, it is important that you use only you are familiar with. You
may either develop you own system
When you use symbols and abbreviations, develop a system; use commonly used or personal symbols and
abbreviations. However, you also need to be familiar with the symbols or abbreviations frequently used
in your particular field of study (e.g. chemical symbols or Greek alphabet). It’s important to be consistent
when using symbols and abbreviations so you will remember what they represent and be able to use them
with ease.
 Abbreviations
Many abbreviations are derived from Latin:
• c.f. (confer) = compare (literally meaning “bring together”, and is used to refer to other material or ideas
which may provide similar or different information or arguments)
• i.e. (id est) = that is
• e.g. (Exempli gratia) = for example
• NB (nota bene) = note well
• no. (numero) = number
• etc. (et cetera) = and so on

 Symbols
Symbols for note-taking are as follows:
= equals/ is equal to/ is the same as
≠ is not equal to/ is not the same as
≡ is equivalent to
∴therefore, thus, so
+ and, more, plus
>more than, greater than
<less than
— less, minus
→ gives, causes, leads to, results in/ from,
is produced by
↑rises, increases by
↓ falls, decreases by
A proportional to
Ⱥ not proportional to
Obs.: Adapted from: Study Skills for Academic Writing, Phoenix 1994. Prepared by Gwyn Jones and Pam
Mort, The Learning Centre, The University of New South Wales © 2010. This guide may be distributed for
educational purposes, and the content may be adapted with proper acknowledgement. The document
itself must not be digitally altered or rebranded. Email:
learningcentre@unsw.edu.au http://www.lc.unsw.edu.au/onlib/pdf/notetake.pdf
Task 1 – Video - How to Take Great Notes
Now that you have learned some main ideas about note-takings, watch the video available in the site
indicated below, for some tips concerning how to make great notes on site: http://www.youtube.com/
watch?v=UAhRf3U50lM
After giving yourself some time to think about how to create good note-takings, try to wrtite down
a summary of the main steps one should take before and during the task of note-taking, and try to
include some of the characteristics of an effective note-taking.

3.1.4– Note-taking and Oral Comprehension – Some Strategies
Source: https://www.google.com.br/search?q=pictures+of+listening+comprehension&tbm=isch&tbo=u&source=univ&sa=X&e
i=nwtOUofPKoqK9AT4hIDICA&ved=0CD4QsAQ&biw=1280&bih=907&dpr=1.
When it comes to taking notes during any lecture or class, when you can not rewind repeat the information
you have just heard, it is important to find out what strategies would best fit the moment and your own
style of keeping records of information in an oral event. So, let’s list out some strategies you can use in
order to create effective and accurate note-takings during a class, a lecture or any other type of oral
presentation. Once these strategies are introduced and mastered, they often become “automatic” and,
therefore, do not require repeated work to use. So, here is our list:
1) the first step is, of course, to prepare yourself before the event (either a class, a lecture, or any
other oral event), by reading and get informed about the topic, so that you will not lack the necessary
background information to fully grasp the content of what is being exposed. Prior reading will also enable
you to get familiar with words, terms, and major concepts that are related to the topic in question;
2) sit as close to the front of the room as possible to eliminate distractions. Make sure you can hear
the lecturer clearly, and that you can see everything written on the board;
3) no matter whether you are taking your notes by hand or using an electronic device, choose
the method that best suits your purposes. And remember that different subjects (Math; Linguistics or
Phylosophy, for instance) and different topics may require diferent types of note-takings;
4) use abbreviations and skip unimportant words or information such as: examples; extra explanations
or explanations, etc.;
5) use only content words; skip grammatical words like “the” and “a” that do not convey additional
meaning to the lecture content;
6) draw diagrams for ideas and concepts you think you may forget or that you don’t understand;
7) finally, revise your notes and reorganize the ideas in your sketch..
Task 2 – Video – Note Taking Skills
Now that you have learned some main ideas about note-takings for oral comprehension, watch the video
available on the site indicated below, for more details about the topic:
http://www.youtube.com/watch?v=9gCrslHx7xA
3.1.5– Note-Taking for Reading Passages – Some Strategies
Source: http://michaelhyatt.com/wp-content/uploads/2009/12/iStock_000005468594Small.jpg.

In addition to note-takings created for oral presentations, such as lecture, students must also take notes
on any reading assignments they might have to cope with. Taking notes on a reading assignment will
enable you to make sure you understand the information properly. Once again, making your own notes,
and using your own words and language choices will help prevent the risk of plagiarism. Your notes will
also help you for later review of the subjects (involved in the written assignments). So, here are some
strategies you can use to help you during your note-takings for reading passages. In fact, some of them are
not different from those we have been talking about so far. So, here they are:
1) take notes of the complete bibliographical references related to the texts you are reading, including
the chapter and page number(s). This will enables you to go back to that section and review it whenever
you feel it is necessary;
2) highlight what you consider to be the main points of the reading passage. The problem here is that,
when the topic is totally new to you, it may be difficult to decide what is relevant and what is peripheral
information in the text. So, if necessary give yourself some time to “digest” the ideas, go back to the text
and read it again, this time, trying to discern between main and unimportant, or not so relevant, ideas in
the text;
3) personalize your notes with your own words, comments and reactions;
4) try to clear when you write, by using simple and direct (but complete) sentences;
5) re-read your notes immediately after taking them to check whether you can understand them and
whether they are an accurate records of what you have just read;
6) read critically; complete your notes writing your personal analysis about the passage.
Task 3 – Preparing for Note–taking
After reading and reflecting upon the practice of creating note-takings, write about the importance of
note-takings in the academic context (two or three paragraphs), and share it with your tutor and your
classmates, at the discussion forum.
Now, it is time for some practice. I have selected a video from which you are going to develop your first
note-taking of an oral genre. So, follow the instructions below and go for it!
Task 4 – Video and Production Forum
Now, that you have learned about how to develop good note-takings for oral genres (lectures, classes,
etc.) watch the video I have selected in order to develop your first note-taking. It is a video of an interview
with a famous Applied Linguist, Dr. Penny Ur, and she is going to talk about how she got into language
teaching. So, watch the video, listen carefully, and develop your note-taking of the main ideas you hear
during the interview, and then share it with your tutor and classmates on the production forum.
English Everywhere | Penny Ur’s Secrets
http://www.youtube.com/watch?v=tsHM6db99jQ

If you want to practice some more, you can listen to another interview with Dr. Penny Ur,
which is a little longer, and develop a note-taking for it. Here is the site for the interview called
“English as an international language: implications for classroom teaching - Penny Ur”:
http://www.youtube.com/watch?v=yTidAm0dRR0
3.2– How to make an oral presentation
Source: http://people.eku.edu/ritchisong/oralpres.html
Giving an oral presentation is usually a reason for worry and a lot of stress, especially among students.
Most of the times, this happens because students lack proper instructions concerning how to proceed and
how to handle this type of oral genre. Therefore, providing some hints with step-by-step procedures of
how to prepare oral presentations may be of great help for students of all ages and levels.
Let’s start by providing some tips and advice to reduce your anxiety before you give an oral presentation.
The first thing to remember is that if you don’t feel well prepared for the task (giving an oral presentation),
you are bound to feel uncomfortable and insecure, which will certainly lead to anxiety and stress. So, the
first thing to do is to get prepared by: 1) selecting carefully the topics you want to cover (do not select too
many topics; avoid making the audience get bored); 2) gathering information about what you are going to
talk about; 3) choosing carefully what visual aids you are going to use during the presentation; 4) checking
pronunciation and intonation issues before the presentation if you are presenting in another (second or
foreign) language. Remember that if your presentation is properly guided and well organized, you will feel
more confident and this will reduce the level of anxiety and, consequently, will make you sound more clear
and trustworthy.
When preparing your oral presentation, you should follow some steps which may be taken as strategies
to be used:
1) define the characteristics of your audience; this will enable you to determine how much you can
presuppose in terms of content, and what level of formality you should adopt during the presentation;
2) prepare your topic and write an outline of what you want to say;
3) carry out some research about the topic (don’t forget you have a limited time for your presentation);
4) organize your material; divide it into points to write on slides, overheads or charts;
5) plan and prepare your visual aids;
6) Finally, rehearse your presentation.
While organizing your presentation, remember that you should begin with something to call your listeners’
attention. Some people like to start a presentation with a joke or a funny story, but this can be tricky, so,
another alternative is to start with a comment or anything which will make the audience think. Then, you

should present your purposes and the outline of the presentation. After that, you may present the main
point of your presentation. Remember to signal clearly when you move to another point. Do not read your
paper throughout the session; besides being boring, it will not make sense to the audience. Try to interact
with your audience.
Task 5 – Video – Speaking Tips - Stop Worrying and Start

Presenting
Now that you have learned some main ideas about how to prepare for oral presentations, watch the video
available on the site indicated below, for more details about what to avoid and what steps to adopt while
preparing an oral presentation:
http://www.youtube.com/watch?v=Nlp7EYn44NU.
So, are you ready to try and prepare an oral presentation? This is going to be our next task. You must read
a research paper (it must be a paper which reports on a research in the areas of Linguistics or Applied
Linguistics), take notes of the main ideas presented there and prepare an oral presentation as indicated
in task 6 below. But first, let’s see which parts of the article you should include in your presentation. All
research papers usually follow the same structure, and, for an oral presentation, some parts of the paper
are omitted, like the “Theoretical Background”, for example. So, your presentation should include the fol-
lowing:
• the objective(s) of the research;

• the research questions and/or the hypothesis(es);
• the methodology (how the research was carried out, including instruments for data gathering,
subjects or participants, etc.);
• the main results (a summary of the main findings of the research);
• and final remarks of the author(s).
Task 6 – Production Forum
Produza um “podcast”, ou arquivo de áudio, para uma apresentação oral sobre um artigo que seja um
relato de pesquisa, que, em inglês, é chamado de “research paper”. Siga as instruções fornecidas acima
para estruturar sua apresentação. Em seguida, poste seu “podcast”, ou seu arquivo de áudio, no Produc-
tion Forum e compartilhe-o com seu tutor e seus colegas.

Outline of Unit 4

Task 1 – Video - Understanding
Summary Writing http://www.youtube.com/watch?v=d3_
tH506HxU
Leia o texto “Paraphrasing Guidelines”,

disponível no site:
Task 2 – Reading
http://www.concordia.ca/content/dam/
concordia/offices/cdev/docs/writing/how_
paraphrase.pdf

Task 3 – Video – How to
Paraphrase
http://vimeo.com/62677940.
As atividades 4 e 6
serão avaliadas segundo
critérios estabelecidos.
Task 4 – Production Forum Siga as instruções contidas neste guia para
desenvolver as paráfrases dos excertos
4 pontos indicados e postá-las no Production Forum.

Task 5 – Video – “How to Write
an Article Review” http://www.youtube.com/watch?v=-
4NC8fCCTpA.
Task 6 – Production Forum Siga as instruções contidas neste guia para

desenvolver um “review” do artigo indicado na
7 pontos tarefa 6 e postá-lo no Production Forum.

Dear learner,
We invite you to know in advance what we intend to cover in the fourth unit of this course which
focuses on the development of summaries and reviews, two of the most required genres in the academic
world, so that the goals and the process to achieve these goals become clear. You will find below what we
are supposed to do in the seventh and eighth weeks of this course.

• How to define a “summary” and a “review”
• How to develop a good “summary”
• How to use paraphrase in your summaries and reviews
• How to develop a good “review”
¥ Goals:
• Learn how to define a “summary” and a “review”
• Learn how to develop a good “summary”
• Learn how to use paraphrase in your summaries and reviews
• Learn how to develop a good “review”
@ Main resources:

hours.

attention.

Módulo 4 – Os gêneros “resumo” e “resenha”
4.1 – How to define a “summary” and a “review”
http://languageartsgames.4you4free.com/summary.gif
Let’s start this unit with the definitions of the two genres (“summary” and “review”) you will be dealing
with in this last step of our subject “Língua Inglesa- Práticas Discursivas da Academia”. Defining these
genres is important not only for you to distinguish them, but also for you to understand the purposes and
structures each one of them requires, in terms of content and lexico-grammatical choices.
According to some dictionaries, such as “Yourdictionary”

(http://www.yourdictionary.com/summary), for example, a summary refers to a “brief (…) account cover-
ing the substance or main points” of a given passage. So, the summary should present the main points, in a
brief form, of a given text. In other words, it synthesizes the content of a book, an article, or any other type
of text, approaching its main ideas in a concise and accurate way. You should not include, in your summa-
ries, evaluative assertions or your own opinion about the issues discussed by the author. Furthermore, you
should use your own words when writing a summary. If, in a certain moment, you feel it is important to use
the author’s own words to describe, faithfully, his/her own ideas, make sure you use quotation marks to
signal to your reader that those are not your words, but the author’s words, taken from the original text.
So,
http://www.corporatelandingms.vbschools.com/power_word.htm
A review, on the other hand, is defined as “an examination, report, survey or evaluation” of a given passage
(http://www.yourdictionary.com/summary). It should provide a summary plus an evaluation (with critical
comments) of the publication that is being analyzed (and summarized). So, a review could be defined as a
text which is developed with the purpose of providing not only a synthesis, but also an appraisal of a given
publication (a book, an article, a thesis, etc.).

For the development of both genres, though, the first thing to do is to read carefully, as many times as
you feel it is necessary, and understand thoroughly, the entire original, so that you may grasp the essential
pieces of information that you might want to include in your summary or review. And, of course, there
are some steps to follow in order to create good, effective summaries and reviews, and, perhaps the most
basic ones are: developing “note-takings”, which you have already learned how to do, and paraphrasing,
which you will learn how to develop further in this unit. So, let’s start with the summary first.
4.2 – How to develop a good “summary”
http://www.maati.tv/wp-content/uploads/2012/10/books.png
As we have already seen, the first step to take in order to write a good summary of a given written passage
is to read it carefully, as many times as you feel it is necessary (at least twice), so that you can understand
it thoroughly. Only then, should you start working on you summary.
Two questions usually pop up into students’ minds before they approach a summarizing task: What would
be the characteristics of a good summary? How do you start it? Well, the first thing to do is to give, right
away, the complete reference of the article or book you are summarizing. So, provide the reader with the
following pieces of information: the title, the author, the source where it was taken from (name of the
journal, for example) the pages, if it is an article, and the date of publication.
Next, identify and list out the main ideas (like the thesis statement and the supporting arguments, for
example) of the original, the relationship among these ideas, and the author’s purposes, which may not be
explicit, in which case, you will have to infer it from the context of the text. Leave out any type of details,
which are there to illustrate or clarify certain points. And remember, your purpose is to report on the
author’s ideas, not yours. So, do not include your personal opinion about the topics being summarized.
Finally, rewrite it, in your own words, through paraphrasing. And remember that a summary is not a list
of topics and ideas; it must have a textual structure, or aspects of textuality. Don’t forget to check your
summary to see if there are any grammar, punctuation, or spelling mistakes.
And here is our first task.
Task 1 – Video - Understanding Summary Writing
Now that you have learned how to define the genres “summary” and “review”, and to tell one from the
other, and how to develop a good summary, watch the video available on the site indicated below, for
some more tips concerning how to write great summaries.
You will find it on site: http://www.youtube.com/watch?v=d3_tH506HxU .
As you have already seen in previous units, the main idea of written genres such as an essay, or a thesis, for
example, is given to the reader right away, in the introduction, in the very first paragraph. That’s what we
call the thesis statement. Then, the supporting arguments come in the next paragraphs. Therefore, identi-
fying the thesis statements and the supporting arguments will be crucial for a good summary making. The

problem is when the thesis statement (or the main idea) is not made explicit by the author, and you have
to infer it from the context of the text as a whole. So, grasping ideas that are implied or suggested is an
ability you must practice and develop. Sometimes, typographical clues, such as titles, headlines, repeated
words, graphs and tables, etc., can be of great help.
So, let’s revise, step by step:
• read the original text carefully;

• take notes of the main points; identify the main idea and the supporting arguments of the author;
• paraphrase the main points you have selected from the original (rewrite them in your own words,
as you will see on our next item 4.2);
• write your summary, transforming your list of main points into a cohesive and coherent text (using
your own words);
• check your summary with the original, and correct possible mistakes (including content, spelling
and grammar mistakes).
So, are you ready to try and make your first summary? I’ll bet you are. But, before we try that, let’s talk a
little about paraphrasing, which is our next topic.
4.3 – How to use paraphrase in your summaries
http://static.toondoo.com/public/k/a/u/kaulfuss//toons/cool-cartoon-3522699.png
The word paraphrase, as a verb, refers to the act of rewriting a version of a given written text (or reword-
ing it, if it is an oral text) in your own words. This procedure is often used in the academic context to avoid
plagiarism. But, remember: the fact that you have written (or repeated) somebody else’s ideas with your
own words do not make these ideas yours. Therefore, policy of attribution (or giving credit to the original
author) is an important issue and should be taken very seriously. This means that you must provide the
correct references, and let your reader know where you have taken those ideas from.
Sometimes, it is difficult to reproduce some parts of the original text with your own words, as you do not
want to change it and as you must be faithful to the author’s ideas. In this case, you may use what we call
in the academic context “direct quotation”, instead of paraphrasing. Direct quotations from well known
authors and theoreticians are also used in academic papers to grant you (the author of the paper) some
credibility.
Just like there are steps and hints for writing summaries, note-takings and all sorts of genres, there are
also steps for paraphrasing. But, instead of just listing them out here, I invite you to read an extra material
which is available on the internet, as is suggested in Task 2, below.

Task 2 – Reading
You are going to read the text “Paraphrasing Guidelines”, prepared at the Student Success Centre, Concordia
University. The text is available on site:
http://www.concordia.ca/content/dam/concordia/offices/cdev/docs/writing/how_paraphrase.pdf
Having read the text indicated on Task 2, and after giving yourself some time to think about
paraphrasing, try to write a summary of the main steps to be taken in order to paraphrase a given
text.
Are you feeling bewildered and worried about having to cope with paraphrasing? Well, don’t be.
Paraphrasing can be fun, once you get used to it. So, some practice will be of great help. But, before the
practice, you must see some examples of how to paraphrase. That is the purpose of Task 3, below.
Task 3 – Video – How to Paraphrase
Now that you have learned some main ideas about paraphrasing, watch the video available on the site indi-
cated here, for more details about the topic and for some practical examples: http://vimeo.com/62677940
So, are you ready to try this new game? So, let’s practice a little and develop some paraphrasing as indi-
cated on Task 4 below.
Read the three excerpts (of some academic texts) below, paraphrase each of them, and then post them on
the Production Forum. Remember to follow the steps you have learned in this unit, which are: 1) read the
original text (or excerpt of a text) in order to grasp its main ideas; 2) rewrite it again with your own words;
try to change the lexico-grammatical structure of the text without changing its original content; 3) go back
to the originals and check to see if there is any misinterpretation or inconsistency.

1) “Motivation has been identified as the learner’s orientation with regard to the goal of learning a
second language (Crookes and Schmidt 1991). It is thought that students who are most successful when
learning a target language are those who like the people that speak the language, admire the culture and
have a desire to become familiar with or even integrate into the society in which the language is used (Falk
1978). This form of motivation is known as integrative motivation.” (The Internet TESL Journal Motivation
as a Contributing Factor in Second Language Acquisition by Jacqueline Norris-Holt)
2) “The use of an interesting text can also help to increase the motivation level of students in the
classroom. Many Japanese texts often contain material which fails to capture the interest of students
due to the heavy emphasis on vocabulary and grammar.” (The Internet TESL Journal Motivation as a
Contributing Factor in Second Language Acquisition by Jacqueline Norris-Holt)
3) “For the past several decades, English has grown into the primary language for international
communication. As a result of complex economic, cultural, and technological forces, such as the growth
of international trade and the Internet, the English language is now used worldwide, with a geographic
spread unique among all world languages.” (TESOL – Teachers of English to Speakers of Other Languages
– “Position Statement on English as a Global Language”).
4.4 – How to develop a good “review”Unt fugit laut eaque liquiat ionsequ istiunt otatius andis mi, ni
http://digibooklibrarian.files.wordpress.com/2011/09/aa-reading-owl.gif
A review, in a general sense, can be defined as an appraisal (or a critical evaluation) of a given book, article,
art piece, movie or any other genre or phenomenon. In this unit, we are going to concentrate on book and
article reviews. And, in this case, we may define a review, as you have already seen above, as a summary
plus an evaluation of the publication that is being analyzed (and summarized). And what are the steps to
take in order to write a good review? Well, just as it happens with the summaries, you should, first of all,
read the original as many times as you feel it is necessary for your complete understanding of the text.
Then, start writing by providing the very basic pieces of information, such as the complete reference of the
article or book you are analyzing. So, write down: the title, the name of author (according to the rules for
academic writing), the source where it was taken from (name of the journal, for example), the pages, if it
is an article, and the date of publication.
In fact, most of the steps you should take to write a review are the same ones you should take in order to
write a summary. The main difference is that, in a review, you should include your assessment (or a critical
evaluation) of the book or article (or any other genre) you are analyzing. Observe how the article or book
is structured, and what are the reasons or evidences used by the author to support his or her main ideas
or the thesis statement. Take notes of the main ideas taken from each section of the paper or book.
Once you start analyzing it, observe the following aspects (or points): 1) how the text is structured; 2) what
type of text it is; 3) what parts of the text are relevant and worth summarizing and assessing (we usually

summarize and assess each section of the paper or book); 4) what are the author’s strongest arguments;
5) what are his or her concluding remarks, and, finally, 6) whether the supporting arguments are based on
empirical or logical evidences and/or on theoretical background.
So, the steps to actually writing a review are:
• reading for understanding (and taking notes of the main points);

• reading critically (analyzing the text as detailed above);
• writing the review (writing your review), as indicated above, including your critical evaluation of
the text you are analyzing. Make sure your review reflects what the author means and what you think
about it.).
• checking your review with the original, and correct possible mistakes (including content, spelling
and grammar mistakes).
Task 5 – Video – How to Write an Article Review
Now, watch the video “How to Write an Article Review”, with Jurgen Wolff, a writer of two books concerning
writing. He is going to explain how you can write a good article review. The video is available on site:
http://www.youtube.com/watch?v=-4NC8fCCTpA.
If you want extra information on writing article reviews, you can visit the website: http://www.
wikihow.com/Write-an-Article-Review.
Read the article on the site indicated below, write a review about it, and then post it on the Production
Forum. Remember to follow the steps you have learned in this unit, which are: 1) read the original text (or
excerpt of a text) in order to grasp its main ideas; 2) rewrite it again with your own words; try to change
the lexico-grammatical structure of the text without changing its original content; 3) include your critical
evaluation of the text, as you summarize it; 4) go back to the originals and check to see if there is any
misinterpretation or inconsistency; 5) check your review to see if there is any mistakes.
Site: https://journals.lib.unb.ca/index.php/CJAL/article/view/19749/21440
(A modest proposal: Linguistics and literary studies by Anne Furlong)

REFERENCES
MORLEY-WARNER, Terri. Academic Writing is… - A Guide to Writing in a University Context. Sydney:
Association for Academic Language Learning, 2009.
SCHUETZE, U. “How Male and Female Students Work with an Online Vocabulary Program?”. Electronic
Journal of Foreign Language Teaching. Vol. 7 No. 2, pp. 210-221, National University of Singapore, 2010.
SWALES, J. Genre Analysis. Cambridge: Cambridge University Press 1990.
MORLEY-WARNER, Terri. Academic Writing is… - A Guide to Writing in a University Context. Sydney:
Association for Academic Language Learning, 2009.

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Língua Inglesa: Práticas Discursivas da

Língua Inglesa: Práticas Discursivas da Academia 1

About the author

2 Língua Inglesa: Práticas Discursivas da Academia

UNIVERSIDADE ABERTA DO BRASIL

REITOR DA UNIVERSIDADE FEDERAL DE UBERLÂNDIA - UFU

CENTRO DE EDUCAÇÃO A DISTÂNCIA

INSTITUTO DE LETRAS E LINGUÍSTICA -ILEEL - UFU

CURSO DE LETRAS - LICENCIATURA EM INGLÊS E LITERATURAS DE LÍNGUA INGLESA

Língua Inglesa: Práticas Discursivas da Academia 3

Língua Inglesa Práticas Discursivas da Academia 5

Língua Inglesa Práticas Discursivas da Academia 6

7 Língua Inglesa Práticas Discursivas da Academia

Módulo 1 – Reflexões sobre a escrita acadêmica e sobre o con-

Módulo 2 – O gênero “ensaio”

Módulo 3 - Como fazer “Note-takings” e “Oral Presentations”

Módulo 4 – Os gêneros “resumo” e “resenha”.

Língua Inglesa Práticas Discursivas da Academia 8

1ª e 2ª semanas 3ª e 4ª semanas 5ª e 6ª semanas 7ª e 8ª semanas

9 Língua Inglesa Práticas Discursivas da Academia

Tasks DESCRIPTION Assessment

Assista ao vídeo em:

Leia o texto “What Is ‘Academic’ Writing”,

Task 3 – Discussion Forum Participe do fórum de discussões ao

Complementary Reading: How to... Write

Leia as instruções sobre “How to Write an

Leia o seguinte artigo: SCHUETZE, U.

Siga as instruções contidas neste Guia

10 Língua Inglesa: Práticas Discursivas da Academia

2 List of contents: (1st Unit)

• Textbook; Virtual Learning Environment Moodle; Web.

·Estimated time to conclude this unit:

þ Criteria for Formative Assessment

1) Participation in the Discussion Forum – 5 points.

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1.1 What Makes Writing Academic

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Task 1 – Video - What is Academic Writing

Watch this video: http://www.youtube.com/watch?v=YBKUiEh9bfQ. It will serve as a basis for some

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1.2 The Notion of Genre: genres in the academic world.

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1.3 Writing a written genre: the abstract

Integrated approach to teaching English in primary and preschool

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Abordagem integrada ao ensino do inglês no 1ª CEB e no pré-escolar

O presente trabalho de investigação apresenta um estudo que procurou observar comportamentos de

AUTHOR: Lucas, Carmen Manuela Pereira Carneiro

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How to Meet the Word Limit

Task 4– Reading – Additional Readings

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Disponível em: < http://e-flt.nus.edu.sg/v7n22010/schuetze.pdf>.

Task 6–Production forum

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Tasks DESCRIPTI Assessment

Assista ao vídeo em:

Siga as instruções contidas neste guia

Assista ao vídeo em:

Assista ao vídeo em:

Siga as instruções contidas neste guia

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