Indiana University-Purdue University Indianapolis (IUPUI) / This case study of a Generation 1.5 university student presents the participant’s experiences in an EAP writing course and a text analysis of her revision process in that course. The study shows the participant's complex educational and English language learning experiences both before and after her immigration to the U.S.

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There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels who are gaining entry into the sector. This influx necessitated the introduction of academic literacy interventions which are aimed at supporting these students in meeting the academic literacy requirements of university education. As a result, the tertiary sector has seen a growing number of AL interventions, each catering for a different context. However, the available literature reports very little substantial evidence on the impact/effectiveness of such interventions regarding the purpose for which they have been designed. The Vaal Triangle Campus (VTC) of the North-West University has also found that the majority of first year students who register at this Campus in order to attain a tertiary qualification, show inadequate levels of academic literacy in English. However, the academic literacy intervention that is currently used at this campus has never been formally assessed for its effectiveness in improving students’ academic literacy levels. The purpose of the current study was therefore to investigate the impact of the academic literacy intervention on students’ academic literacy levels. This intervention, which consists of two complementary semester modules, is offered over a one-year period to new first year students. As a first step, a comprehensive literature survey was conducted on important changes that took place in the tertiary education sector after 1994. The reason for this enquiry is based on the fact that many of these changes, such as the ‘massification’ of tertiary education, had far-reaching consequences for the tertiary sector in terms of more underprepared students who gained access to university education. Furthermore, available literature on the types of academic literacy interventions in South Africa, as well as specific sources on the reported impact of such interventions, were critiqued. The empirical part of the study made use of both a qualitative and quantitative research paradigm in order to investigate the impact of the AL intervention at the VTC. A highly reliable academic literacy test (the TALL – Test of Academic Literacy Levels) was used to determine whether students showed any significant improvement in their levels of academic literacy as a result of the intervention. This study reports positive findings in this regard. The investigation further gathered opinion-based data through the administration of three questionnaires aimed at determining student and lecturer perceptions of the impact of the intervention. The main findings of the two student questionnaires (one administered for each AL module) show that students generally see the value in attending the academic literacy modules because they feel that they derive benefit from them. The findings of the lecturer survey indicate that although mainstream lecturers are acutely aware of the low academic literacy levels of their students, they do not see the impact of the intervention on improving such levels. They are further not very knowledgeable about what the focus of the intervention entails. The main conclusion of this study is, in brief, that the academic literacy intervention has a definite effect on the improvement of students’ academic literacy levels. However, no conclusive data was found to support the idea that the improvement was due only to the influence of the intervention. / MA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014

There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels who are gaining entry into the sector. This influx necessitated the introduction of academic literacy interventions which are aimed at supporting these students in meeting the academic literacy requirements of university education. As a result, the tertiary sector has seen a growing number of AL interventions, each catering for a different context. However, the available literature reports very little substantial evidence on the impact/effectiveness of such interventions regarding the purpose for which they have been designed. The Vaal Triangle Campus (VTC) of the North-West University has also found that the majority of first year students who register at this Campus in order to attain a tertiary qualification, show inadequate levels of academic literacy in English. However, the academic literacy intervention that is currently used at this campus has never been formally assessed for its effectiveness in improving students’ academic literacy levels. The purpose of the current study was therefore to investigate the impact of the academic literacy intervention on students’ academic literacy levels. This intervention, which consists of two complementary semester modules, is offered over a one-year period to new first year students. As a first step, a comprehensive literature survey was conducted on important changes that took place in the tertiary education sector after 1994. The reason for this enquiry is based on the fact that many of these changes, such as the ‘massification’ of tertiary education, had far-reaching consequences for the tertiary sector in terms of more underprepared students who gained access to university education. Furthermore, available literature on the types of academic literacy interventions in South Africa, as well as specific sources on the reported impact of such interventions, were critiqued. The empirical part of the study made use of both a qualitative and quantitative research paradigm in order to investigate the impact of the AL intervention at the VTC. A highly reliable academic literacy test (the TALL – Test of Academic Literacy Levels) was used to determine whether students showed any significant improvement in their levels of academic literacy as a result of the intervention. This study reports positive findings in this regard. The investigation further gathered opinion-based data through the administration of three questionnaires aimed at determining student and lecturer perceptions of the impact of the intervention. The main findings of the two student questionnaires (one administered for each AL module) show that students generally see the value in attending the academic literacy modules because they feel that they derive benefit from them. The findings of the lecturer survey indicate that although mainstream lecturers are acutely aware of the low academic literacy levels of their students, they do not see the impact of the intervention on improving such levels. They are further not very knowledgeable about what the focus of the intervention entails. The main conclusion of this study is, in brief, that the academic literacy intervention has a definite effect on the improvement of students’ academic literacy levels. However, no conclusive data was found to support the idea that the improvement was due only to the influence of the intervention. / MA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014

Orientador: Mariângela Spotti Lopes Fujita / Banca: Maria Isabel Asperti Nardi / Banca: Nair Yomiko Kobashi / Resumo: A leitura em inglês para o fim de elaboração de resumos documentários pode ser facilitada mediante a utilização da abordagem do inglês instrumental. O aluno aprende estratégias de leitura que o ajudam na compreensão dos textos sem precisar ter o total domínio do inglês. A proposta desta pesquisa consiste na investigação do processo de leitura de um texto em inglês após os conhecimentos adquiridos nas disciplinas de "Inglês Instrumental" e "Indexação e Resumos" no curso de Biblioteconomia. Propomos uma interface entre as duas disciplinas com a finalidade de compreensão de textos em inglês para realização da tarefa de elaboração de resumos. Os objetivos são: trazer contribuição para as disciplinas afins no que concerne à orientação de leitura para elaboração de resumos, fazer levantamento de indicadores de leitura para elaboração de metodologias com a sugestão da utilização do Inglês Instrumental. Tal investigação foi realizada por meio de levantamento bibliográfico sobre resumo, leitura e por meio de observação do processo de leitura. A técnica da coleta de dados foi a denominada Protocolo Verbal. Os processos de leitura observados foram realizados por dois alunos do quarto ano do curso de Biblioteconomia do campus da UNESP de Marília. Receberam instruções quanto ao uso do Inglês Instrumental, para superação dos problemas oriundos da deficiência de conhecimento da língua e, instruções quanto às técnicas de síntese, análise e representação do documento para a elaboração do resumo documentário. Verificamos como procedem à compreensão do texto na tarefa de leitura para elaboração do resumo documentário e observamos que utilizam as estratégias de leitura aprendidas nas aulas de "Inglês Instrumental", bem como utilizam o conhecimento adquirido sobre a elaboração do resumo. Os resultados obtidos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Reading in English with the purpose of writing abstracts can be facilitated through ESP (English for specific purposes) approach. The student learns reading strategies that help him in text comprehension without the necessity of having great knowledge in English. This research proposal is to investigate the reading process of a written English text after the students had been acquainted with the two disciplines (ESP and 'Indexing and Abstract') in the Library Science course. We propose an 'interface' between both subjects in order to comprehend English written texts to the task of writing abstracts. The objectives are to contribute to these subjects related to the reading orientation to the abstract writing task and to point out some reading indicators to methodologies suggesting ESP approach. This research was carried out by the analysis of abstract and reading bibliographies and observation of the reading process. The technique of the data collecting was the one denominated Thinking Aloud. The reading process observed was carried out by two students from the fourth grade of Library Science at UNESP in Marília. Both of them had taken the two subjects above mentioned during the course. They received instructions about the use of ESP to overcome problems of the weak language knowledge and also about the synthesis, analysis and representation of the document. We verified how they read a text in order to write an abstract and observed that they used the reading strategies learned in the ESP classes as well as the knowledge about abstract writing. The obtained results indicate that the instrumental approach may be useful to the abstract writing task by means of appropriate reading strategies, such as, vocabulary strategies, language structure, paragraph structure, textual markers, selectivity, metacognitive monitoring, prediction, nominal... (Complete abstract, click electronic address below) / Mestre

As academic and professional knowledge is available around the world through publications in English, the ability to read in English is now widely seen as an essential basic skill for university graduates in countries, like Thailand, where English is a foreign language. However, students often fail to reach a level of reading ability that allows them to read these publications with confidence. It is important that instruction in Reading skills should be improved. It has been claimed that instruction in the use of reading strategies is helpful in improving the reading skills of EFL learners. Research has suggested that explicit instruction can be particularly valuable. This thesis investigates the reading strategies used by Thai university students and investigates whether a short course based on explicit reading strategy instruction can be effective in encouraging the use of strategies and improving reading skills for Thai university students. Based on a literature review on Reading strategy instruction, a framework was developed and applied in the adaptation of a set of materials for use in providing English major Thai university students with explicit instruction in the use of reading strategies. The following research questions were investigated: What are the reading strategies that Thai undergraduate English major students employ in the EFL reading process? Does reading strategy instruction affect students’ use of reading strategies in English? How much improvement do the students show on measures of reading performance after receiving a programme of reading strategy instruction? In a quasi-experimental research design, one class of fifteen students, the Experimental group, was given a twelve-week course in Reading that included explicit instruction in reading strategies while a second group of thirteen students (matched for background characteristics), the Control group, was given a parallel course that did not include explicit strategy instruction. Both quantitative and qualitative comparisons were made. Students were given reading tests and responded to questionnaires about their use of strategies at the beginning and end of their courses. They were also interviewed and performed think-aloud verbal protocols in which they reported in their use of reading strategies as they carried out reading tasks. Participants in the Experimental group reported using a wider range of strategies than those in the Control group following instruction and generally made greater improvements in their reading test scores. The findings support the value of explicit instruction in reading strategies for Thai university students. However, concerns remain about Thai students reliance on translation and slow, careful reading even following instruction in more strategic approaches.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study proposes a critical analysis of activities (extracted) from textbooks of English for Academic Purposes in order to investigate the textbook s practices of promotion of scientific literacy. The focus of analysis is to examine how the textbooks appropriate knowledge produced by research on language, reading as critical literacy, scientific literacy and on the genres they explore (in the case of this research, studies on the science popularization news genre). From the analysis of the reading approaches and the concept of language that underlies the didactic activities, I intend to investigate the extent the activities that constitute this material promote the insertion of students in scientific practices. The corpus is constituted of two units, one of a textbook frequently used to teach English for Academic Purposes in the degrees of Computing Science, Statistics, Geography and Languages at the Federal University of Santa Maria and the other used in extension courses at Federal University of Santa Catarina. Besides being used in these courses, the textbooks were selected because most of their activities are formulated from the genre science popularization news. In these units, first the exercises were classified into prereading, reading and post-reading activities so as to investigate the approach of language that underpin their practices. After that, we investigated the extent to which activities on language proposed in these materials corroborate the concept of language as genre. Finally, we analyze to what extent these activities aimed at promoting scientific literacy. Besides that, we also present a reelaboration of the activities that intends to promote scientific literacy by exploring the genre science popularization news in its ideational, interpersonal, and textual metafunctions. Thus, this study aims at offering possibilities of utilization of the genre science popularization news for promoting scientific literacy and subsidizing the construction of didactic material for English for Academic Purposes. / E ste estudo propõe uma análise crítica de atividades de livros didáticos de leitura instrumental em língua inglesa como forma de explicitar as práticas de promoção de letramento científico em tais materiais. O foco da análise é o modo os livros didáticos de leitura se apropriam das pesquisas sobre linguagem, leituracomo letramento crítico, letramento científico e sobre os gêneros abordados (no caso desta pesquisa, as pesquisas acerca do gênero notícia de PC). A partir da análise da abordagem de leitura e da concepção de linguagem adotadas nas atividades didáticas, pretende-se explicitar em que medida as atividades propostas nesse material promovem a inserção do aluno em práticas discursivas que remetem às práticas científicas. O corpus se constitui de duas unidades de dois livros didáticos de leitura instrumental frequentemente utilizados para ministrar as disciplinas de inglês instrumental ofertadas nos cursos de Ciência da Computação, Estatística, Geografia e Letras da Universidade Federal de Santa Maria e em cursos de extensão na Universidade Federal de Santa Catarina. Além de serem utilizados nessas disciplinas, esses livros foram selecionados por apresentarem atividades formuladas a partir de notícias de PC em sua composição. Nessas unidades, primeiramente, classifico as atividades em pré-leitura, leitura e pós-leitura, de forma a identificar a abordagem de leitura subjacente a elas. Em seguida, investigo em que medida o conceito de linguagem adotada pelos livros é compatível com a visão de linguagem como gênero. Por fim, analiso em que medida as atividades ensejam a promoção de letramento científico. Além disso, apresento atividades complementares com vistas a promover o letramento científico em várias dimensões e explorando a notícia de PC em seus conteúdos ideacional, interpessoal e textual. A pesquisa deverá apontar possibilidades de utilização do gênero notícia de PC para fins de letramento científico como subsídios para a elaboração de material didático para fins de inglês para fins acadêmicos.

Students entering academic programmes are frequently overwhelmed by the demand for extensive reading and comprehension of information derived from multiple and contrasting sources. This entails both careful and expeditious reading. The latter has been generally neglected in research and has not been the focus of many tests. Both types of reading were investigated in this study through a validation process of the summative English reading test for academic purposes taken at the end of the Foundation Programme in Oman. In particular, context validity was established through focusing on the interaction between the linguistic demands and task setting parameters and also the cognitive processes through which the students engaged with the test tasks. To establish the context validity of the test, this study adopted Khalifa and Weir’s (2009) model which not only embraced the complex and multi-componential nature of reading but also provided a workable validation framework. A multi-strategy approach was adopted. A natural experiment utilising Verbal Protocol Analysis captured the cognitive processes through which students engaged in reading. Automated analysis software and opinions of expert judges were used to compare test passages with text extracts drawn from first year academic courses. Correlation tests and factor analysis revealed these cognitive processes and established the robustness of the Khalifa and Weir (2009) model, which was thus validated in a second language context. Passages in the foundation tests were found to be generally representative of academic texts although certain features such as abstractness were under-represented.

Submitted by Fernando de Barros Hyppolito null (fbhyppolito@yahoo.com.br) on 2017-07-21T19:24:40Z No. of bitstreams: 1 Versão Final Dissertação julho 2017.pdf: 4381643 bytes, checksum: 69ee3f854438ad8f571cb258d5b59d2b (MD5) / Rejected by Luiz Galeffi (luizgaleffi@gmail.com), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido está sem a ficha catalográfica. A versão submetida por você é considerada a versão final da dissertação/tese, portanto não poderá ocorrer qualquer alteração em seu conteúdo após a aprovação. Corrija esta informação e realize uma nova submissão com o arquivo correto. Agradecemos a compreensão. on 2017-07-26T13:17:32Z (GMT) / Submitted by Fernando de Barros Hyppolito null (fbhyppolito@yahoo.com.br) on 2017-08-08T00:36:36Z No. of bitstreams: 2 Repositório Versão Final Dissertação julho 2017.pdf: 4523215 bytes, checksum: ee69428153fc60d302147650ed03a4c9 (MD5) Repositório Versão Final Dissertação julho 2017.pdf: 4523215 bytes, checksum: ee69428153fc60d302147650ed03a4c9 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-08-11T13:38:04Z (GMT) No. of bitstreams: 1 hyppolito_fb_me_arafcl.pdf: 4523215 bytes, checksum: ee69428153fc60d302147650ed03a4c9 (MD5) / Made available in DSpace on 2017-08-11T13:38:04Z (GMT). No. of bitstreams: 1 hyppolito_fb_me_arafcl.pdf: 4523215 bytes, checksum: ee69428153fc60d302147650ed03a4c9 (MD5) Previous issue date: 2017-05-31 / Este trabalho objetivou investigar um curso de Inglês para Fins Específicos de um Centro de Ensino de Línguas de uma universidade pública do estado de São Paulo. O estudo visou detectar possíveis causas das dificuldades enfrentadas pelos seus participantes. O curso abordava as habilidades de leitura, interpretação e tradução de textos de diversas áreas, baseando-se nos cursos de graduação que a instituição oferece. A metodologia empregada foi conduzida pelo Estudo de Caso (NUNAN, 1992), Análise de Conteúdo (BAUER, 2007), juntamente com a pesquisa qualitativa (LARSEN-FREEMAN; LONG, 1991). A pesquisa foi realizada com base nos conceitos de Vieira-Abrahão (2006) e Bauer (2007), sendo conduzida na seguinte ordem: coleta de dados dos alunos participantes; organização e categorização dos dados coletados; análise qualitativa, para designar as causas mais comuns de dificuldades, assim como a indicação de alunos que apresentam problemas para realização de tais atividades. Apesar das análises apontarem o bom desempenho dos alunos no aproveitamento geral do curso, identificamos que a ausência dos participantes ao longo do curso, o baixo número de atividades extras executadas, as crenças dos alunos, a pouca dedicação ao estudo de determinados tópicos, e o uso da língua materna foram as causas de algumas dificuldades identificadas. Tecemos comentários sobre os encaminhamentos para futuros cursos, as lacunas identificadas nesta investigação, as possíveis contribuições para a área, bem como os encaminhamentos e temas que apareceram e que podem ser explorados em outros estudos. / This work aimed to investigate an English for Specific Purposes course of a Language Teaching Center of a public university in the state of Sao Paulo. The study intended to detect possible causes of difficulties faced by its participants. The course dealt with the skills of reading, interpreting and translating texts from several areas, based on the undergraduate courses offered by the institution. The methodology used in this investigation was done by the Case Study (NUNAN, 1992), Content Analysis (BAUER, 2007), along with qualitative research (LARSEN-FREEMAN; LONG, 1991). The research was performed based on the concepts of Vieira-Abrahão (2006) and Bauer (2007), being conducted in the following order: data collection of the participating students; organization and categorization of data collected; qualitative analysis, to designate the most common causes of difficulties, as well as the indication of students who presented problems to carry out such activities. Although the analyzes indicate the students' good performance in the general use of the course, we identified that the absence of the participants during the course, the low number of extra activities performed, the lack of the study of certain topics, and the usage of the mother tongue were the causes of some of the problems identified. In the end, we made comments about the referrals for future courses, the gaps identified in this research, the possible contributions to the area, as well as the referrals and themes that appeared and that can be explored in other studies.

Submitted by MAYRA APARECIDA DOS SANTOS (mayrafavaro@gmail.com) on 2018-05-23T15:55:07Z No. of bitstreams: 1 DissertaçãoMayra.pdf: 2254751 bytes, checksum: 2cee3b5467f56b1348f6dd115e44ed85 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-05-24T15:30:26Z (GMT) No. of bitstreams: 1 santos_ma_me_sjrp.pdf: 2254751 bytes, checksum: 2cee3b5467f56b1348f6dd115e44ed85 (MD5) / Made available in DSpace on 2018-05-24T15:30:26Z (GMT). No. of bitstreams: 1 santos_ma_me_sjrp.pdf: 2254751 bytes, checksum: 2cee3b5467f56b1348f6dd115e44ed85 (MD5) Previous issue date: 2018-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa tem como objetivo principal descrever o uso das conjunções but e however em redações acadêmicas escritas por alunos universitários brasileiros em língua inglesa. Esperamos, a partir dessa observação, contribuir com as discussões sobre prática de ensino de Inglês com Fins Acadêmicos - IFA, uma vez que a proficiência insuficiente no idioma foi um dos problemas identificados em programas de mobilidade internacional. Tendo em vista a habilidade de produção escrita e utilizando a abordagem teórico-metodológica da Linguística de Corpus, elaboramos um corpus de aprendiz para análise - CA - utilizando 264 redações acadêmicas extraídas do Corpus Inglês para Fins Acadêmicos – CorIFA (DUTRA; QUEIROZ; ALVES, 2017). Esses textos foram escritos por alunos brasileiros universitários com proficiência B1 em língua inglesa. Também elaboramos um corpus de referência - CR - nos valendo das mesmas características do CA, com o objetivo de, após analisarmos os excertos referentes ao CR, realizarmos uma comparação entre a escrita de dois públicos não-nativos de língua inglesa. Para a elaboração do CR extraímos 31 redações acadêmicas escritas em língua inglesa por alunos não-nativos do Michigan Corpus of Upper-Level Student Papers - MICUSP. Nossa fundamentação teórica conta como base os descritores de competência de produção escrita do Quadro Europeu Comum de Referência para Línguas - QECR (2001) para descrever o uso de conjunções em redações acadêmicas de alunos no nível B1 de proficiência de língua inglesa. Para descrever as conjunções but e however, utilizamos as gramáticas com base em corpus Longman de Biber et al (1999) e Cambridge (CARTER; MCCARTHY, 2006), gramáticas de ensino de língua inglesa Practical English Usage (SWAN, 2005), The Grammar Book (CELCE-MURCIA; LARSEN FREEMAN, 1999), a Gramática da Língua Inglesa de Watkins e Porter (2006) e os dicionários online de Cambridge e Wordreference. Por meio desse material, descrevemos a razão pela qual but e however são elementos gramaticais expressivos e relevantes para a escrita de redações acadêmicas em língua inglesa. A extração dos dados foi realizada por meio da ferramenta computacional AntConc  (ANTHONY, 2011), que gera linhas de concordância e as agrupa de acordo com o elemento do texto que estamos buscando. Após a extração e análise dos dados de ambos os corpora, comparamos o uso das conjunções em início de orações para descrever as semelhanças ou diferenças de escrita entre os dois grupos de estudantes não-nativos. Dados encontrados em nosso corpus de análise CorIFA demonstraram que uma parcela dos alunos universitários brasileiros utiliza as conjunções de forma equivocada, segundo apontam as gramáticas apresentadas em nossa fundamentação teórica. Ainda, comparados aos dados extraídos de nosso corpus de referência, esses números mostram que os alunos brasileiros possuem condições de escrita aquém dos alunos que escreveram os textos extraídos do corpus MICUSP, apontando para a necessidade de maior aprofundamento de estudo de Inglês com Fins Acadêmicos nas universidades brasileiras. / The objective of this present research is to describe the use of the conjunctions, “but” and “however”, in academic essays written in English by Brazilian university students. From this observation, we expect to contribute to the discussions on the practice of teaching English for Academic Purposes - EAP, once insufficient language proficiency was one of the problems identified in international mobility programs. In view of a written production skill and based on theoretical backgrounds of Corpus Linguistics, we have developed a corpus of English learner for analysis - CA – formed by 264 academic essays extracted from the Corpus Inglês para Fins Acadêmicos – CorIFA (DUTRA; QUEIROZ; ALVES, 2017). These texts were written by Brazilian university students with B1 proficiency in English. We also built a corpus of reference - CR - using the same characteristics of the CA, and, after analyzing the excerpts referring to the CR, we compared the writing of these two groups of non-native English-speaking learners. For the drafting of the CR we extracted 31 academic essays written in English by non-native students from the Michigan Corpus of Upper-Level Student Papers - MICUSP. Our theoretical basis relies on the written production ability descriptors of the Common Reference Framework for Languages (2001) to describe the use of conjunctions in academic writing B1 proficiency level. In order to describe the conjunctions “but” and “however”, we use the corpus based grammars Longman by Biber et al (1999) and Cambridge (CARTER; MCCARTHY, 2006), English-language grammars Practical English Usage (SWAN, 2005), The Grammar Book (CELCE-MURCIA; LARSEN FREEMAN, 1999), The English Grammar by Watkins and Porter (2006) and the Cambridge and Wordreference online dictionaries. Through this material, we describe the reason why we consider “but” and “however” expressive grammatical elements and believe in the importance of the proper use of these conjunctions in academic essays. Data extraction was performed using the software AntConc  (ANTHONY, 2001), which generates lines according to the word we are looking for. After extracting and analyzing data from both corpora, we compared the use of conjunctions in the beginning of the sentences in order to describe the similarities or differences in writing between the two non-native students. Data found in our analysis from CorIFA have demonstrated that a portion of Brazilian university students uses conjunctions in a wrong way, according to the grammars presented in our theoretical basis. Also, compared to the data extracted from our CR, numbers show that Brazilian students have written conditions below the students who wrote the texts extracted from the MICUSP corpus, pointing to the need for a more in-depth study of English for Academic Purposes in Brazilian universities.