CARDOSO, Maurício Moreira. A responsividade ativa em cartas ao editor em newsweek. 2014. 295f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-01-20T15:47:25Z No. of bitstreams: 1 2014_tese_mmcardoso.pdf: 3012715 bytes, checksum: 5e6f26f48f3568304a8af16dba6a3053 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-01-20T15:48:23Z (GMT) No. of bitstreams: 1 2014_tese_mmcardoso.pdf: 3012715 bytes, checksum: 5e6f26f48f3568304a8af16dba6a3053 (MD5) / Made available in DSpace on 2015-01-20T15:48:23Z (GMT). No. of bitstreams: 1 2014_tese_mmcardoso.pdf: 3012715 bytes, checksum: 5e6f26f48f3568304a8af16dba6a3053 (MD5) Previous issue date: 2014 / This work of scientific investigation, which is set in the field known as Critical Discourse Analysis, aims at providing evidence of the general proposition that active responding, as defined by Mikhail Bakhtin, implies a scalar property which is due to a bigger or minor commitment of the speaker in generating his/her utterance. The major or minor intensity of the commitment mentioned above can be evaluated for what one calls “degree of active responding/responsibility”. This degree can be placed within the interval that varies from 0 to 9. “9” represents the highest degree of answering/responsibility feasibility, according to the scale referred to. The degree of answering/responsibility can be measured observing the following elements in certain utterances extracted from the corpus analysed: the nature of the letter, ideological position, reference to ideological manipulation, marks of subjectivity, presence of co-speaker, forms of intertextuality. These elements were used in categorizing the corpus of 153 letters taken from Newsweek magazine in the period between August 2011 and February 2012. The categorization was carried out with the use of the software SPSS 7.5 for Windows. In order to accomplish the investigative journey, we relied on Bakhtin (2000), Fairclough (2003), Mainguneau (1997), Thompson (2009), Palmer (1986) and Neves (2007). According to the quantitative and qualitative analysis performed, we came to the conclusion that there is a degree of active responding/responsibility in terms of this scale quoted and the categories presented here. The following categories of analysis have revealed effective influence over the degree of responding/responsibility: the nature of the letter, ideological position, reference to ideological manipulation, marks of subjectivity, presence of co-speaker. The category named forms of intertextuality has revealed a partial influence over the degree of responding/responsibility; and the categories derived from the Theory of Evaluation showed ineffective over the degree of responding/responsibility in terms of this mentioned scale. / Este trabalho de investigação científica, que se insere na área conhecida como Análise Crítica de Discurso, objetiva fornecer evidências para a proposição geral de que a responsividade ativa – conforme conceituada por Mikhail Bakhtin – guarda uma escalaridade que resulta de um maior ou menor engajamento do enunciador em gerar o seu enunciado. A maior ou menor intensidade do referido engajamento pode ser avaliada por um fator que denominado “grau de responsividade/responsabilidade ativa”. Este se situa em um intervalo que varia de 0 a 9. O valor “9” representa o mais alto grau de responsividade/responsabilidade possível, conforme a referida escala. Chega-se ao grau de responsividade/responsabilidade contido em determinado enunciado pertencente ao corpus estudado pela interação dos seguintes elementos: natureza da carta, posição ideológica, referência à manipulação ideológica, marcas de subjetividade, presença do coenunciador, formas de intertextualidade. Estes elementos foram usados na categorização do corpus de 153 cartas colhidas da revista Newsweek no período compreendido entre agosto de 2011 a fevereiro de 2012. A categorização foi executada com o uso do software SPSS 7.5 for Windows. A fim de levar a termo a jornada investigativa que empreendemos, baseamo-nos, centralmente, em Bakhtin (2000), Fairclough (2003), Maingueneau (1997), Thompson (2009), Palmer (1986) e Neves (2007). Pelas análises quantitativa e qualitativa feitas, concluímos que existe um grau de responsividade/responsabilidade ativa nos termos da escala que concebemos e das categorias que apresentamos. As seguintes categorias de análise revelaram efetiva influência sobre o grau de responsividade/responsabilidade: natureza da carta, posição ideológica, referência à manipulação ideológica, marcas de subjetividade e presença do coenunciador. A categoria formas de intertextualidade revelou influência parcial sobre o grau de responsividade/responsabilidade; enquanto que as categorias derivadas da Teoria da Valoração não se revelaram influentes sobre o grau de responsividade/responsabilidade.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / RESUMO Este trabalho de investigaÃÃo cientÃfica, que se insere na Ãrea conhecida como AnÃlise CrÃtica de Discurso, objetiva fornecer evidÃncias para a proposiÃÃo geral de que a responsividade ativa â conforme conceituada por Mikhail Bakhtin â guarda uma escalaridade que resulta de um maior ou menor engajamento do enunciador em gerar o seu enunciado. A maior ou menor intensidade do referido engajamento pode ser avaliada por um fator que denominado âgrau de responsividade/responsabilidade ativaâ. Este se situa em um intervalo que varia de 0 a 9. O valor â9â representa o mais alto grau de responsividade/responsabilidade possÃvel, conforme a referida escala. Chega-se ao grau de responsividade/responsabilidade contido em determinado enunciado pertencente ao corpus estudado pela interaÃÃo dos seguintes elementos: natureza da carta, posiÃÃo ideolÃgica, referÃncia à manipulaÃÃo ideolÃgica, marcas de subjetividade, presenÃa do coenunciador, formas de intertextualidade. Estes elementos foram usados na categorizaÃÃo do corpus de 153 cartas colhidas da revista Newsweek no perÃodo compreendido entre agosto de 2011 a fevereiro de 2012. A categorizaÃÃo foi executada com o uso do software SPSS 7.5 for Windows. A fim de levar a termo a jornada investigativa que empreendemos, baseamo-nos, centralmente, em Bakhtin (2000), Fairclough (2003), Maingueneau (1997), Thompson (2009), Palmer (1986) e Neves (2007). Pelas anÃlises quantitativa e qualitativa feitas, concluÃmos que existe um grau de responsividade/responsabilidade ativa nos termos da escala que concebemos e das categorias que apresentamos. As seguintes categorias de anÃlise revelaram efetiva influÃncia sobre o grau de responsividade/responsabilidade: natureza da carta, posiÃÃo ideolÃgica, referÃncia à manipulaÃÃo ideolÃgica, marcas de subjetividade e presenÃa do coenunciador. A categoria formas de intertextualidade revelou influÃncia parcial sobre o grau de responsividade/responsabilidade; enquanto que as categorias derivadas da Teoria da ValoraÃÃo nÃo se revelaram influentes sobre o grau de responsividade/responsabilidade. / ABSTRACT This work of scientific investigation, which is set in the field known as Critical Discourse Analysis, aims at providing evidence of the general proposition that active responding, as defined by Mikhail Bakhtin, implies a scalar property which is due to a bigger or minor commitment of the speaker in generating his/her utterance. The major or minor intensity of the commitment mentioned above can be evaluated for what one calls âdegree of active responding/responsibilityâ. This degree can be placed within the interval that varies from 0 to 9. â9â represents the highest degree of answering/responsibility feasibility, according to the scale referred to. The degree of answering/responsibility can be measured observing the following elements in certain utterances extracted from the corpus analysed: the nature of the letter, ideological position, reference to ideological manipulation, marks of subjectivity, presence of co-speaker, forms of intertextuality. These elements were used in categorizing the corpus of 153 letters taken from Newsweek magazine in the period between August 2011 and February 2012. The categorization was carried out with the use of the software SPSS 7.5 for Windows. In order to accomplish the investigative journey, we relied on Bakhtin (2000), Fairclough (2003), Mainguneau (1997), Thompson (2009), Palmer (1986) and Neves (2007). According to the quantitative and qualitative analysis performed, we came to the conclusion that there is a degree of active responding/responsibility in terms of this scale quoted and the categories presented here. The following categories of analysis have revealed effective influence over the degree of responding/responsibility: the nature of the letter, ideological position, reference to ideological manipulation, marks of subjectivity, presence of co-speaker. The category named forms of intertextuality has revealed a partial influence over the degree of responding/responsibility; and the categories derived from the Theory of Evaluation showed ineffective over the degree of responding/responsibility in terms of this mentioned scale.

This study examined the effects of preprinted response cards on disruptive behavior and rates and accuracy of responding of elementary-aged students in an inclusive education setting with or at risk for Individualized Education Plans (IEPs). An alternating treatments design with an additional baseline phase was used across three teacher recommended students. During baseline, the teacher conducted a group language arts routine as normal, posing questions to the class and prompting them to raise their hands to answer. During the intervention phase, preprinted response cards (two sets: one true/false and one A/B) were passed out to the class to utilize during the group language arts routine to answer questions. The response card intervention was alternated with the baseline phase in each observation session. The results showed that disruptive behavior decreased substantially across all three students during the response card condition. Additionally, rates of responding and accuracy of responding increased across all three participants during the response card condition. Results indicate that the preprinted choice cards could serve as an effective classroom management strategy in inclusive education settings.

This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, the teacher conducted her lesson as planned by having the students raise his/her hand to answer questions. In the intervention phase, students alternated between using preprinted response cards and clickers each session to answer the teacher’s questions. When using the pre-printed response cards or clickers, the students were instructed to hold up the index card with the correct answer or click the correct answer on his/her remote after the teacher read the question. The results of the study indicate that both active responding strategy (ARS) modalities were equally effective in increasing student academic engagement and decreasing disruptive behavior.