Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-29T12:32:34Z No. of bitstreams: 1 Nathalia Martins Melati.pdf: 3955036 bytes, checksum: 40e64456ecd4c032541c15796ba9b1f9 (MD5) / Made available in DSpace on 2017-09-29T12:32:34Z (GMT). No. of bitstreams: 1 Nathalia Martins Melati.pdf: 3955036 bytes, checksum: 40e64456ecd4c032541c15796ba9b1f9 (MD5) Previous issue date: 2017-09-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation comprises a study linked to the Reading, Writing and Teaching of Portuguese Language research line and conducts an analysis of the writing proposal of the National High School Examination (Enem), as well as its design and fundamentals, so that it understands which way the teaching of basic components of Rhetoric in the classroom can collaborate with the work of the Portuguese Language teacher in the development of the competences evaluated by the writing test of Enem. For this, this dissertation was based on bibliographical research about Brazilian education, the notion of competence and rhetorical acts. The analysis was carried out from the rhetorical reading of Enem's writing tests from 2009 to 2016 with the purpose of drawing the profile of the speaker, the auditorium and the rhetorical genre required by the evaluation. From this conceptualization, a rhetorical exercise of text production was proposed, with an emphasis on rhetorical invention and disposition, based on the essay writing of Enem 2016. Finally, this research concludes that the teaching of basic rhetorical components can productively collaborate in for the development of the skills required by the Enem writing test. Thus, competence I is contemplated during elocution, since a discourse that respects grammatical rules has more argumentative force. Competency II is developed in so far as Rhetoric encourages the student to seek arguments in all the common places available to the speaker. Competence III is directly related to the rhetorical invention and, therefore, the rhetorical exercise in the classroom makes possible its adequate development. Likewise, competence IV is developed from the disposition exercise, since the creation of the draft of the text is fundamental to the understanding of the importance of the relation between the arguments. Finally, competence V is not fully developed through Rhetoric, but benefited, since the exercise of the production of deliberative discourse presupposes a reflection about the society in which the speaker is inserted / Esta dissertação compreende um estudo vinculado à linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa e realiza uma análise da proposta de redação do Exame Nacional do Ensino Médio (Enem), bem como da sua concepção e dos seus fundamentos, para que compreenda de que maneira o ensino dos componentes básicos da Retórica, em sala de aula, pode colaborar com o trabalho do professor de Língua Portuguesa no desenvolvimento das competências avaliadas pela prova de redação do Enem. Para tanto, esta dissertação foi embasada em pesquisa bibliográfica acerca da educação brasileira, da noção de competência e dos atos retóricos. A análise foi realizada a partir da leitura retórica das provas de redação do Enem de 2009 até 2016 com o objetivo de traçar o perfil do orador, do auditório e do gênero retórico exigidos pela avaliação. A partir dessa conceituação, foi proposto um exercício retórico de produção de texto, com ênfase na invenção e disposição retóricas, a partir da prova de redação do Enem 2016. Por fim, esta pesquisa conclui que o ensino de componentes básicos da Retórica pode colaborar de forma produtiva para o desenvolvimento das competências exigidas pela prova de redação do Enem. Dessa forma, a competência I é contemplada durante a elocução, uma vez que um discurso que respeite às regras gramaticais possui mais força argumentativa. A competência II é desenvolvida na medida em que a Retórica incentiva que o aluno busque argumentos em todos os lugares-comuns disponíveis ao orador. A competência III está diretamente relacionada à invenção retórica e, portanto, o exercício retórico em sala de aula possibilita o seu desenvolvimento adequado. Da mesma forma, a competência IV é desenvolvida a partir do exercício de disposição, uma vez que a criação do esboço do texto é fundamental para a compreensão da importância da relação entre os argumentos. Por fim, a competência V não é plenamente desenvolvida por meio da Retórica, porém beneficiada, já que o exercício de produção do discurso deliberativo pressupõe uma reflexão acerca da sociedade em que o orador está inserido

In the assessment, each student was marked by two raters, assigned at random to the student from a pool of 200 raters. These raters had undergone a series of instructional programs and training prior to the job. Each of the two raters gave seven scores to the script. As there was no minimum number of words as required in the writing assessment, a general belief would be generated that if there was insufficient content (as evidenced by a low score in "content") and poor organization (low score in "organization"), then the student would have written so few words that the chance of making mistakes in "vocabulary" (the 6th score) and in "punctuation" (the 7 th score) would be relatively small. In order to rectify the deficiency in marking, this study used three different methods to apply weights on the "vocabulary" score and on the "punctuation" score. For each method, the GENOVA program was used to calculate the reliability of the assessments. After due comparison, it was found that each of the methods used was able to raise the reliabilities of the assessments under investigation, and the most recommended method was to use students' scores in "content and in structure" as weights. / In writing assessment, there are quite a number of factors influencing the marking stability and the reliability of the assessment such as the attitude towards marking and consistency of markers, the physical environment, the design of the items, and marking rubrics. Even the methods to train markers have effects on the reliability of the assessment. Generalizability Theory was used in this research to analyze the Chinese writing assessment of the Territory-wide System Assessment (TSA) so as to improve the reliability of the assessment. / On the one hand, the study has examined the present mode of marking of the writing assessment in the TSA. This gives opportunity for improving the item-setting and the script-marking procedures of the assessment with a view to raising its reliability and giving valuable feedbacks to teaching and learning. On the other hand, the favourable results of applying weights to sub-scores will serve to provide a good example on improving marking rubrics in large-scale standardized tests of writing assessment in Chinese Language. vi / This study was a post-mortem analysis of the raw scores from a sample of 6,000 students who participated in TSA 2006. As there were three sub-papers, the sample consisted of 2,000 students from each sub-paper. Brennan's GENOVA program (1983) was used to calculate the reliabilities of the assessments. / TSA is a standardized test administered centrally by the Hong Kong Examinations and Assessment Authority every year. The target groups are students from Primary 3, Primary 6 and Secondary 3. TSA focuses on assessing students' basic competency on the three core subjects, Chinese Language, English Language and Mathematics. In contrast to the traditional Chinese writing assessment, there was no requirement on the minimum number of words produced by the student. An analytical approach was adopted to assess students' writing tasks. As a result of this measure, students who did well in some particular marking criteria would end up with a good overall performance. / 林玲芝. / Adviser: Kit Tai Hau. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 84-98). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lin Lingzhi.

published_or_final_version / Education / Master / Master of Education

Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques. / Department of English

This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments. / Department of English

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure that the language used in all communication is aligned with international best practice and, furthermore, that the correct business terminology is applied. Standards of language proficiency and usage have, however, deteriorated over the past few years. This appears to be due mainly to lack of good language education at school level. In Nedbank, specifically, the language used by employees in written external communication is not always on par as is evident from the documentation that Nedbank Editorial and Language Services (Nels), the “language custodian” of the bank, has to edit and translate. Nels decided six years ago that, instead of rewriting all these documents, which is not timeor cost-efficient, to rather give business-writing training across the bank to enable Nedbank employees to increase their general writing proficiency of English. This study aims to establish whether there are discrepancies in the type of error made in English as used by Coloured Afrikaans mother tongue speakers and White Afrikaans mother tongue speakers in order to determine how to customise the business-writing training materials to the benefit of each cultural grouping in Nedbank. / AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat die taal wat in alle kommunikasie gebruik word in ooreenstemming is met internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie, soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en koste-effektief is nie. Sodoende kan werknemers hulle algemene skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar moontlike verskille is in die soort foute wat in Engels deur gekleurde Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke kulturele groepering in Nedbank.

O trabalho de dissertação apresentado sob o título: Um estudo sobre concepções de língua e práticas docentes frente às atividades de produção textual, resulta do desejo de investigar quais as perspectivas que norteiam os trabalhos docentes no 5 ano do Ensino Fundamental no que se refere à produção textual. Considerando a relevância do domínio da escrita e o uso dos gêneros textuais em nossa sociedade, vê-se a importância de a escola, no papel de principal agência de letramento, promover o trabalho com produção textual desde as séries/anos iniciais, devido à necessidade de nossos estudantes dominarem desde cedo as habilidades para o desenvolvimento das competências que assegurem sua proficiência para produzir textos com autonomia. O objetivo geral dessa pesquisa é verificar de que forma a concepção de língua adotada pelas professoras investigadas são refletidas no processo de mediação das atividades de produção textual escrita. Para tanto, têm-se por objetivos específicos i) compreender a concepção de língua das docentes, identificando sua relação com o estudo dos gêneros textuais ii) relacionar as respostas ao questionário com a prática das professoras, verificando se o que foi dito em relação à condução do processo de produção textual se concretizava nas aulas e, finalmente, iii) analisar os aspectos relevantes para as professoras na realização das correções dos textos dos estudantes. Preocupou-se, para tanto, em analisar: registros de aulas ministradas por três professoras da rede pública de ensino dos municípios do Recife e de Jaboatão dos Guararapes, questionários aplicados às mesmas professoras e exemplares de textos produzidos por seus estudantes. A base teórica foi fundamentada em autores como Antunes (2003), Morais e Brandão (2007), Marcuschi (2008), Travaglia (2009), Koch (2010), que defendem a língua enquanto lugar de interação entre os sujeitos e o texto como evento comunicativo no qual se articulam conhecimentos linguísticos, cognitivos e interacionais, bem como o uso das sequências didáticas, abordadas por Schneuwly e Dolz (2010), como estratégia de desenvolvimento do trabalho com produção de gêneros orais ou escritos na escola. Contudo, a análise do corpus demonstrou a concepção de língua que subjaz a prática das professoras analisadas, o que define a condução das estratégias no processo de produção textual e formação do escritor. O que pôde ser visualizado como resultado final da pesquisa é que a concepção de língua das docentes (língua enquanto expressão do pensamento ou como forma de comunicação) é refletida nas produções dos estudantes, embora as referidas professoras tenham o conhecimento acerca da necessidade da exploração dos gêneros textuais que circulam socialmente e do uso das sequências didáticas como meio para promover essa exploração de forma planejada e articulada na sala de aula. Outra observação importante é a de que já é observado o uso dessas estratégias de forma a promover a interação dos estudantes com o conhecimento e com os gêneros durante o processo de produção textual, demonstrando, assim, um grande avanço no que concerne à qualidade no ensino da língua em se tratando do trabalho com a produção textual. / The dissertation presented under the title : A study on conceptions of language and teaching practices in the face of textual production activities , results from the desire to investigate what are the prospects that guide teachers work in the 5th year of elementary school in relation to production textual. Considering the relevance of the domain of writing and the use of textual genres in our society , we see the importance of school , in the role of lead agency for literacy , encourage work with textual production from the series / early years , due to the need for our students master early skills for the development of skills that ensure their proficiency to produce texts independently. The overall goal of this research is to verify how the conception of language adopted by the teachers surveyed are reflected in the mediation of textual production activities writing process. So, we have for specific objectives i ) understand the design of the language faculty , identifying their relationship to the study of textual genres ii ) relate the answers to the questionnaire with the practice of teachers , checking if what was said about the conduct of textual production process is concretized in class , and finally iii ) analyze the relevant aspects for the teachers in carrying out corrections of texts students. Worried , therefore, to examine : records of classes taught by three teachers of the public schools of the cities of Recife and Jaboatão Guararapes , questionnaires given to the same teachers and copies of texts written by their students. The theoretical basis was based on authors such as Ali (2003 ), Society and Brandão (2007 ) , Marcuschi (2008 ) , Travaglia (2009 ) , Koch (2010 ) , who argue the language as a site of interaction between the subject and the text as an event communication in which they articulate linguistic , cognitive and interactional expertise as well as the use of didactic sequences , and addressed by Schneuwly Dolz (2010 ) , as the work with production of oral or written genres in school development strategy . However, analysis of the corpus has shown the design of language that underlies the practice of teachers analyzed , which defines the conduct of strategies of textual production and training of the writer process. What might be viewed as the final result of the research is that the design of the language faculty ( language as an expression of thought or as a means of communication ) is reflected in the productions of the students , although these teachers have the knowledge about the necessity of exploiting textual genres that circulate socially and use of didactic sequences as a means to promote such exploitation in a planned and articulated in the classroom . Another important observation is that the use of these strategies in order to promote the interaction of students with the knowledge and genders during the process of text production , thus demonstrating a breakthrough regarding the quality of teaching is already observed the language of work in dealing with textual production.

The majority of learners in South Africa are not native speakers of English, yet English is the dominant language of learning and teaching (LoLT). South African teachers, therefore, have the challenge of ensuring that their learners' literacy skills in English are adequately developed so as to facilitate learning in other curricular areas. This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. English is the LoLT at both schools. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. The theoretical framework was informed by Borg's model of teacher cognition (2003) Shulman's conception of teacher knowledge (1987). Data collection methods consisted of interviews, classroom observations and document analysis. In-depth interviews, comprising two semi-structured interviews, two post-lesson informal conversational interviews and one stimulated recall interview were conducted with each teacher. Five of each teacher's writing lessons were observed and audio and video recorded. Samples of learners' written work were also collected. Analysis of the data reveals that the two teachers' beliefs, their experiences as learners themselves and subsequently as teachers, impacted on their pedagogy, as did other contextual factors (including the support they received from subject advisors, time management, and the number and range of learners in their classrooms). It was found that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners' performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.

The relationship between peer-editing and composition quality was investigated. The thirty subjects involved were 11th-grade English students randomly assigned to control and experimental groups. During a nine week period, both groups received the same assignments and teacher evaluation. The control group, which did not revise unless upon individual initiative, participated in a dramatics workshop while the experimental group used a worksheet developed by Leila Christenbury (1982) to edit and proofread each other's writing before evaluation by the teacher. Pre and post writing assignments were blind rated at the end of the experiment using the Diederich Rating Scale. Individual item scores and total scores were compared. The t-ratios proved insignificant at the .05 level. Positive student feedback, however, indicated that the procedure deserves further investigation.

Learning to write their own words increases students' success in learning to read, provides practice in thinking skills, increases their self-concept and provides early positive attitudes about writing. However, most writing done in first grade classrooms today consists mainly of copying from the blackboard. This is a tedious and boring task for first graders, and gives them bad attitudes about writing as they begin their school careers. Many teachers don't require young students to write their own words because of the students' inability to spell words and form grammatically correct sentences. However, if a teacher is accepting of the students' imperfect spelling and grammar, the students will feel free to express their thoughts on paper. This project provides a year long curriculum design along with the activities necessary to teach first grade students to write creatively.