This is a genre analysis study in linguistics whose purpose is to identify the structure of a Ballet Review using Swalesian move analysis. Whilst the review genre has been explored in the past (e.g., de Jong, & Burgers, 2018; Nodoushan & Montazeran, 2012; Taboada, 2011) there have been no dedicated studies on Ballet Reviews. To fill this void, the traditional review genre framework has been used as a starting point to investigate whether a similar framework applies to Ballet Reviews. Employing Moth-Roth’s (1996) and Nodoushan’s (2012) adapted frameworks, this study delves into the compositional structure, and rhetorical functions of Ballet Reviews. An in-depth genre analysis is carried out based on 40 Ballet Reviews using move analysis. Additionally, insights from a ballet critic interview enrich the study, providing deeper insights into Ballet Reviews. The research identifies four moves in the reviews, highlighting a consensus among critics on the typical structure. Furthermore, the study reveals the impact of publication venues, emphasising the use of specialist terminology in arts publications compared to mainstream newspapers. Implications of the study include discussions on the classification of Ballet Reviews as a distinct genre and the educational gaps for ballet critics. Overall, this study lays the foundation for understanding Ballet Reviews, contributing to genre theory and paving the way for future research.

CATUNDA, Elisabeth Linhares. Um estudo do gênero jurídico acórdão. 2004. 121f. Dissertação (Mestrado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2004. / Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-07-05T14:13:46Z No. of bitstreams: 1 2004_diss_ELCatunda.pdf: 366223 bytes, checksum: 6648ad38b91f3de0cfb80d40830628d8 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-11-14T12:22:01Z (GMT) No. of bitstreams: 1 2004_diss_ELCatunda.pdf: 366223 bytes, checksum: 6648ad38b91f3de0cfb80d40830628d8 (MD5) / Made available in DSpace on 2013-11-14T12:22:01Z (GMT). No. of bitstreams: 1 2004_diss_ELCatunda.pdf: 366223 bytes, checksum: 6648ad38b91f3de0cfb80d40830628d8 (MD5) Previous issue date: 2004 / This research aims at presenting a description of the rethorical organization of the juridic genre acórdão. It also aims at makig a description of the juridic discourse community. In order to accomplish such goals, 30 acórdãos from two different courthouses were analysed. The theorical presuppositions of the Genre Analysis, especifically the theories of Mikhail Bakhtin (2000) and John M. Swales 1990/ 1992) gave the research the necessary support. To implement the analyses, the methodological procedings of Vijay Bathia (1993) were used. These were divided in three blocks. First, it was obseved the selection and delimitation of the corpus; second, development of the research, and finally the presentation of the results. The results of the aalyses performed on corpus shows that the juridic genre acórdão has five rethorical units and eighteen rethorical subunits. The rethorical units are: The identification of the parts – Unit 1; The summary of the subject – Unit 2; The reasons of the author – Unit 3; The position of the group – Unit 4; the end of the sentence – Unit 5. The evidence emerging from the analysis suggests that: a) the real members of the juridic community are the justice operators; b) the juridic genre acórdão is made by expert operators of the community. We conclude that the analysis based in the pressupositions of Genre Analysis may be quite productive in the studies which explore the interdisciplinarity between Linguistics and Law. / Esta pesquisa tem como objetivo descrever a organização retórica do gênero jurídico acórdão, bem como descrever a comunidade discursiva jurídica. Para isso, foram analisados 30 (trinta) acórdãos oriundos de dois tribunais. A fundamentação teórica está apoiada na perspectiva sócio-retórica da Análise de Gêneros, particularmente nas contribuições teóricas de Mikhail Bakhtin (2000) e John M. Swales (1990; 1992). A metodologia adotada foi pautada nos procedimentos metodológicos postulados por Vijay Bathia (1993), que divididos em três etapas proporcionou, primeiro, a coleta e a delimitação do corpus; em segundo, o desenvolvimento propriamente dito da pesquisa, e por último, a apresentação dos resultados. Os resultados da análise do corpus revelou que o gênero jurídico acórdão possui cinco unidades retóricas básicas constituídas de 18 (dezoito) subunidades. A saber, unidade retórica 1 – Identificação das partes; unidade retórica 2 – Sumário do conteúdo; unidade retórica 3 – Relato dos motivos do autor; unidade retórica 4 – Justificativa da posição do colegiado; unidade retórica 5 – Encerramento da sentença. Da análise da comunidade discursiva jurídica, concluiu-se que: a) os operadores do Direito são verdadeiros membros constituintes da comunidade analisada; b) Que o gênero jurídico acórdão é elaborado por operadores especialista da comunidade. Conclui-se que a aplicação de uma análise baseada nos pressupostos da Análise de Gêneros aqui citados, apresenta-se como uma abordagem bastante produtiva para estudos que versem sobre a interdisciplinaridade Lingüística/ Direito.

Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema & Romberg, 1999; National Council of Teachers of Mathematics, 2000). Hiebert et al. (1997) discussed two processes that they suggested increase understanding and that are central to this study: reflection and communication. Learning mathematics with understanding requires that the students create a deeper knowledge of mathematics through reflection and communication. The environment in which such learning can take place must include patterns of behavior, known as social norms that promote deeper thinking. When the social norms encourage reflection and communication among the members of the classroom community, or supports learning with understanding, it becomes what I term a productive discourse community. The purpose of this study is to find out what a teacher does to create and maintain a productive discourse community where students can reason and learn with understanding. To accomplish this purpose, this research asks the following question: In what ways does the teacher in the study direct mathematical discourse in order to facilitate understanding? To answer this research question, data was gathered from eight class periods. The classroom discourse was analyzed and six discourse generating tools were found to be used by the teacher: (1) using lower-order questions to engage students, (2) persisting in eliciting students' reasoning, (3) encouraging as many student participations as possible, (4) encouraging students to analyze and evaluate each other's comments, (5) encouraging students to share as many strategies as possible and (6) using a focusing discourse pattern. There were also three social norms found to be established in the classroom at the time of the data collection. These norms are: all students are expected to (a) participate (b) share their reasoning when called upon, and (c) listen to, analyze, and evaluate each other's comments. Through further analysis, it was found that the six discourse generating tools reinforced the social norms, while the social norms supported the six discourse generating tools. Thus creating an environment where reflection and communication occurred in a way that promoted learning mathematics with understanding.

[pt] O presente estudo tem por objetivo investigar o processo de reflexão profissional co-construído por um grupo de profissionais de ensino de Inglês que se engajaram em um grupo de discussão on-line inserido no contexto profissional brasileiro no qual eles atuam: em um Instituto de Ensino de Línguas. A investigação deste processo é feita neste estudo interpretativo através da análise do discurso dos 64 enunciados produzidos pelos participantes em um período de um mês e dez dias. Como participante da comunidade discursiva institucional estudada, a professora - pesquisadora ressalta a importância da linguagem e da presença do outro - do interlocutor - no processo reflexivo profissional. A análise da negociação de significado e da construção do conhecimento permitiu mapear quatro processos reflexivos, a saber: a intensificação da observação, a descrição da prática para si e para o outro, a interação com o outro, e o questionamento da prática profissional. Constatou-se também a valiosa contribuição trazida pela Comunicação Mediada por Computador para a prática reflexiva como incentivo à educação continuada do professor. / [en] The aim of this research is to investigate how the process of professional reflection was co-developed by a group of English language teaching professionals who engaged in an On-line Discussion Group designed within a Brazilian professional environment at which those professionals work. The inquiry consists of an interpretative study, which analyzes 64 exchanges produced over the period of one month and ten days. As a participant of the institutional discourse community being focused, the teacher-researcher highlights the presence of the other - the interlocutor - in the process of professional reflection. The analysis of the negotiation of meaning and the construction of knowledge was useful to map four reflective processes, such as: intensification of observation, description of professional practice to oneself and to the other, interaction with the other and questioning of professional practice. The valuable contribution brought by Computer Mediated Communication to the reflective practice, as a way to foster in-service teacher education and professional development as well, was one of the greatest findings.

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