Orientador: Silvana Mabel Serrani / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T08:30:43Z (GMT). No. of bitstreams: 1 Dias_LucianaCristinaFerreira_D.pdf: 1303579 bytes, checksum: 09c3f6bb96d54d2fb22c53d247aeacaf (MD5) Previous issue date: 2009 / Resumo: Considerando a problemática acerca da linguagem e da identidade nos estudos de perspectiva discursiva (Pêcheux, 1990; Orlandi 1999) e as reflexões produzidas a partir do Grupo de Pesquisa "Antologias, discurso e práticas letradas", este trabalho busca refletir sobre as representações construídas discursivamente sobre o Brasil em quatro antologias/coleções de ensaios, a saber: Nenhum Brasil existe (João Cezar Rocha), Intérpretes do Brasil (Silviano Santiago), Morte e progresso: cultura brasileira como apagamento de rastros (Francisco Foot Hardman) e Formas e mediações do trágico moderno: uma leitura de Brasil (Ettore Finazzi- Agrò e Roberto Vecchi). Na medida em que a antologia é um gênero que funciona como organizador de saberes sobre o Brasil, mostrou-se necessário enfatizar, no trabalho, a distinção entre memória (arquivo) e interdiscurso. Neste sentido, as antologias foram examinadas a partir de sua formulação (ordem do intradiscurso), tendo-se em vista as seções de ensaios que constituem a seleção de textos, os elementos paratextuais (títulos, prefácios, notas, orelhas, prólogos, dados autobiográficos de um autor) e os elementos metatextuais (ensaios críticos e ensaios-guias de leitura), o que coloca em cena a necessidade de compreender, sob um ponto de vista enunciativo-discursivo, os lugares de enunciação que se desdobram no interior da antologia: a posição-locutor organizador-editor, a posição- ensaísta convidado, a posição comentarista-especialista, o que coloca em cena imagens de leitores projetados no discurso: leitor estudante, leitor estudioso, leitor especialista. Dessa forma, a antologia, em termos de função autoria, é marcada pela tensão unidade e dispersão que se desenha no projeto antológico, seja em termos de diversas posições-sujeito, seja em termos de confrontos entre diferentes formações discursivas. Também, a partir da análise das condições de produção do discurso, da formulação da antologia, da constituição dos sentidos e de sua circulação, foi possível refletir sobre: (i) os conflitos de uma identidade brasileira vazia, lacunar, marcada pela falta que se completa no outro estrangeiro, (ii) a problemática da Comemoração dos 500 anos do Brasil como lugar de memória ou como acontecimento que produz uma tensão entre a narrativa coerente do Estado e a dispersão dos sentidos que retornam a partir da memória do dizer e (iii) as reflexões e movimentos de resistências de intelectuais que deslocam sentidos de ordem e progresso para morte e progresso ou a partir da posição de que o Brasil pode e deve ser lido a partir do trágico. / Abstract: Dealing with problems on language and identity in discourse studies and reflections produced from the Research Group "Antologias, discurso e práticas letradas", this current research analyzes discourse-constructed representations on Brazil in the following four anthologies / essay collections: João Cezar Rocha's Nenhum Brasil existe [No Brazil exists]; Silviano Santiago's Intérpretes do Brasil [Interpreters of Brazil]; Francisco Foot Hardman's Morte e progresso: cultura brasileira como apagamento de rastros [Death and cprogress: Brazilian culture as the erasure of clues] and Ettore Finazzi - Agrò and Roberto Vecchi's Formas e mediações do trágico moderno: uma leitura de Brasil [Forms and mediation of modern tragedy: an interpretation of Brazil]. Since an anthology is a literary genre that organizes knowledge on Brazil, the distinction between memory (archive) and interdiscourse are highlighted. Above-mentioned anthologies were analyzed with regard to their formulation (intradiscourse order) concerned with section of essays that constitute the tests selection, paratextual elements (titles, prefaces, notes, flaps, prologues, author's autobiographical data) and metatextual (critical essays and essays as reading guides) factors. From the enunciation and discursive point of view, these factors put in the limelight the need for understanding the enunciation places developed within the anthology, or rather, the position of the organizing interlocutor-editor, the position of the invited essayist and the position of the specialized commentator. These factors bring forth the reading projected in the discourse: student reader, scholar reader, specialized reader. In terms of authorship, the anthology is marked by the unity-dispersion tension constructed within the anthological project either in terms of several subject positions or in terms of conflicts between different discursive formations. Through an analysis of production conditions of discourse, anthology formulation, constitution of meanings and their circulation, the analyses developed on the conflicts with regard to zero degree Brazilian identity, characterized by gaps, marked by lacks that fulfill themselves in the foreign Other, the problematization of the commemoration of the 500 years of the discovery of Brazil as a memory site or happening that produced the different. Further, investigation are undertaken on the tension between the State's coherent narrative and the dispersion of meanings that come back when memory is provoked, the reflections and movements of resistance of the intellectual elite that displace meaning of order and progress towards death and progress, or rather, that Brazil may and should be interpreted in a tragic manner. / Doutorado / Lingua Materna / Doutor em Linguística Aplicada

Thesis (M. A. (Language Education)) -- University of Limpopo, 2022 / The study focused on the grammatical errors made by learners in writing descriptive essays: A case study of Mmakgabo Senior Secondary School, Koloti circuit, Limpopo, South Africa, paying much attention to the use of grammatical rules features specifically, in their academic piece of writing (descriptive essay). The study aimed at finding out the patterns of grammatical errors that are present in learners’ essays and the effective approach that one can use to trace the grammatical errors made by school learners in descriptive essays. The nature of the study and type of data to be collected motivated the researcher to use qualitative approach. Therefore, the researcher deployed qualitative method to collect and analyse data for this study. This method gave the researcher a wide range of opportunities to collect invaluable data which made him to gain in-depth insight of the study and the problem researched. As data collection instruments, the research firstly relied on document analysis by analysing English essay scripts of learners. In addition, the researcher conducted structured interviews by asking relevant questions to English teachers in order to ascertain their experiences and knowledge of the kind of grammatical errors learners make when they write English texts. The researcher found from document analysis that learners commit grammatical errors such as the use informal language, sentences fragment, spelling errors, incorrect use of nouns, pronouns, adjectives, adverbs, and prepositions. The interview findings also presented similar findings and the interviewees ranked learners’ adherence to grammatical rules to average level. The researcher relied on the findings of both the interviews, and document analysis interpreted in conjunction with recent empirical studies to conclude that learners still have many challenges with regard to following grammatical rules when they write in English. Therefore, the researcher recommends that teachers put extra effort to teach learners how to write coherently in English

edited by Albert G. H. Dietz [and] Laurence S. Cutler. / Papers selected from 2 M.I.T. special summer sessions: Aug. 18-29, 1969 and June 16-20, 1970. / Bibliography: p. [253]-[255]

published_or_final_version / Chinese / Doctoral / Doctor of Philosophy

The following thesis is composed of two parts: a collection of nonfiction essays and a collection of short stories. All of the works collected here were completed during my four years of study at VCU. The nonfiction essays are part of a larger memoir concerning my family’s ancestral farm in Powhatan County, Virginia. They deal with the history of that farm, its legacies (both emotional and physical), the people who have lived there during the past three hundred years, my attempts to find freedom from the burden of history, and an exploration of the ephemeral nature of all things. The short story collection is based on experiences and people I have encountered during my many travels to St. Petersburg, Russia. They are largely concerned with how ordinary people are affected by that country’s current social and political climate, and the universality of human experience

Les Bon Temps is a collection of nine essays written about New Orleans between 2005 and 2007. Though not specifically about the effects of hurricane Katrina on the city, this collection provides a personal glimpse of post-Katrina New Orleans though the eyes of the author. The essays address subjects such as race relations, public protest, tap water quality, post-traumatic depression, energy monopolies, lifestyle, culture, and evacuation.

A tradução de Sérgio Milliet dos Essais de Michel de Montaigne para o português brasileiro envolve um trabalho de leitura, interpretação e escritura em várias frentes: estilística, retórica, linguística, antropológica, histórica, etc. O objetivo deste trabalho é identificar como foram traduzidos os pontos de inflexão nos quais os discursos do Outro aparecem no de Montaigne. O fio condutor do estudo pelo texto montaigneano representado pelo o paratexto páginas de rosto, prefácios e notas das edições francesas e das edições usadas na tradução leva, em torno da noção de reformulação, às heterogeneidades enunciativas e à tradução da escritura. O percurso traçado faz com que a reformulação, no sentido amplo da comunicação, seja pensada como uma noção operatória na abordagem de questões discursivas. O princípio que norteia o trabalho é baseado numa análise do discurso que considera o interdiscurso como origem de todo discurso e a heterogeneidade enunciativa como constitutiva da linguagem. Assim, a leitura/interpretação dos capítulos leva em conta a maneira como alguns traços da heterogeneidade a citação e a ironia se realizam na escritura do texto de Montaigne e nas traduções. A partir da observação empírica das traduções em francês moderno e em português brasileiro, nota-se que esses traços, diferentemente reformulados, trazem para dentro dos novos textos características que podem ser atribuídas às representações, sociais e individuais, dos próprios tradutores. / The Brazilian Portuguese translation of the Essais de Michel de Montaigne by Sérgio Milliet involves an effort of reading, interpretation and writing in many ways: stylistic, rhetoric, linguistic, anthropological, historical, etc. This work aims at the identification of how those points of inflexion in which the Others discourse shows up in Montaignes discourse were translated. The paratextual title pages, prefaces and notes of the French editions were the connecting thread through Montaignes texts to the enunciative heterogeneities and to the translation. The reformulation is, in the broad sense of communication, an operating notion in the approach of discourses questions. The research is based on the discourse analysis, which considers the interdiscourse as the origin of all discourse and the heterogeneity as a constructive element of language. The reading/interpretation of chapters takes into account the heterogeneities citation and irony that appear in Montaignes writing and in the translations. From the empirical observation of translations to modern French and to Brazilian Portuguese we noticed that these features, formulated in a different way, bring to the new texts some characteristics that may be imputed to the social and individual representations of the translators themselves.

Esta pesquisa tem por objetivo investigar a presença de indícios de autoria em redações escolares. Para a sua realização, analiso 41 redações produzidas por alunos de uma escola de alto padrão da cidade de São Paulo. Essas redações são o resultado de um concurso interno de redação, cujo tema foi a busca da felicidade; os alunos participantes escreveram sobre este tema em diferentes gêneros (crônica, conto, artigo de opinião ou dissertação escolar) e postaram o texto na plataforma moodle. Nesta pesquisa, cuja premissa parte de uma análise discursiva (pautada na Análise do Discurso de linha francesa e na teoria da enunciação bakhtiniana), após o levantamento dos dados, foi possível pensar a distribuição do material analisado sob as seguintes perspectivas: a) o individual, o humano e o social; b) ainda considerando essa tríade, a incidência da voz coletiva e do tom proverbial; c) o tempo e o espaço nas relações de continuidade e ruptura. No decorrer das análises propostas, pude perceber a presença de pré-construídos acerca da felicidade, estabelecidos I) pelo diálogo com os textos da coletânea da proposta de redação entregue aos alunos e II) pelo universo sociocultural e histórico no qual estão inseridos os escreventes participantes do concurso; esse universo permite um entendimento do que convencionei nomear império do eu. Isso, somado à consideração dos três eixos de circulação do escrevente pela escrita (CORREA 2004), à consideração da escrita como heterogênea (CORREA 2004) e à consideração do outro como mostrado e constitutivo (AUTHIER-REVUZ 1995) dos textos em análise, propiciou a abordagem sobre autoria aqui proposta. Os indícios de autoria são perceptíveis nas rupturas que se abrem na regularidade, na continuidade dos discursos, rupturas que deixam à vista o ponto de contato entre o que há de mostrado, o que há de constitutivo e o que pode ser considerado como manobras (POSSENTI 2009) do escrevente em seu trabalho com a escrita. Essas rupturas, considerando as perspectivas analíticas que assumo como diretrizes a partir da análise do material, podem ser pensadas em relação às três abordagens já dadas: a) na presença da consideração do social, mesmo que ainda atravessada pela regularidade da generalização; b) na voz coletiva e no tom proverbial como instanciação do outro, por meio de duas imagens, o simples, como critério para a felicidade, e os conceitos direito e dever, vinculados à busca da felicidade; e c) nas rupturas no continuum espaço-tempo por meio I) da fratura do cotidiano; II) da instanciação da perda como oportunidade; e III) do passar biológico do tempo. Cada uma dessas rupturas permite que seja instanciada uma posição enunciativa a partir da qual aquele discurso, e nenhum outro, nessas circunstâncias, nesse tempo e nesse espaço possa ser enunciado aqui e em nenhum outro lugar. Desse modo, entendo como indícios de autoria os momentos em que o escrevente se faz notar. Pensar a autoria em redações escolares a partir de uma premissa discursiva pode permitir, por fim, uma nova abordagem do conceito autoria nas aulas de redação e no modo como o conceito autoria é previsto em grades de correção de redações escolares e dos vestibulares. / This research aims to investigate the presence of indications of authorship on school essays. To do as much, we have analyzed 41 essays produced by students from a high profile school in São Paulo city. These essays are the result of an inside writing contest, for which the theme was the pursuit of happiness; the participating students were to write about it in different genres (chronicle, short story, opinion piece, school essay) and post their work on the Moodle platform. In this research, for which my premise stems from a discursive analysis (based on the French line of Discourse Analysis and on Bakhtins enunciation theory), after data survey, it was possible to think the distribution of the analyzed material under the following perspectives: a) the transition from the subjective to the human, disregarding the social; b) still taking into account the jump from particularization to generalization; the incidence of a collective voice and a proverbial note; c) time and space as characters of a narrative. Over the proposed analyses, we could perceive the presence of pre-construes on happiness, stablished I) by the dialogue with texts from the proposal compilation handed to the students and II) by the historical and sociocultural universe in which the participating writers are inserted; this universe allows an understanding of what we have decided to call the me empire. This, added to the consideration of three axes of circulation of the writer through writing (CORREA 2004), to the consideration of writing as heterogenous (CORREA 2004) and the consideration of the other as shown and constituted (AUTHIER-REVUZ 1995) of the analyzed texts, has provided the approach on authorship herein proposed. To us, the indications of authorship may be perceived in the ruptures that open in regularity, in discourse continuity, and which show the point of contact between what is shown, what is constitutive and what may be considered the writers maneuvers (POSSENTI 2009) in his or her writing work. Taking into account the analytical perspectives we took as directives from the material analysis, said ruptures may be considered, under the three given perspectives, a) in the presence of the consideration of the social, even if its still traversed by the impression of whole; b) in the collective voice and the proverbial note as instantiation of the other in the discourse, while becoming, through two images, the simple, as a criterion for happiness, and the concepts right and duty, tied to the pursuit of happiness; c) in the ruptures of space-time continuum through the fracture of routine, the instantiation of loss as opportunity, the biological passing of time. Each of these ruptures allows the instantiation of a subject position from which that discourse, and no other, under these circumstances, in this time and space, may be enunciated here and in no other place. To think authorship in school essays under a discursive premise may allow, at last, a new approach of the concept of authorship in writing classes and in the way the concept authorship is previewed in correction grids in schools and in entrance exams for universities.

The following is a collection of personal essays exploring identity during the transformative period of the author's early adult life. It also examines themes of home, inheritance, grief, and loss of faith. It has elements of both humor and drama highlighted through unusual forms and elements of voice. It is about growing up and going home, mixing old traditions with new ones, bringing new insights to old problems, and about having faith, but always on one's own terms. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The purpose of this thesis is to examine how teachers in the swedish language subject perceive and experience summative assesment of students’ essays. A second purpose is to investigate how teachers go about doing summative assessments of students’ texts. This qualitative study used semi-structured interviews, ranging from 18 to 48 minutes in length, with a total of six teachers of the swedish language subject in upper and secondary school.. The results indicates that the teachers’ found it difficult and complex to make summative assesments of students’ essays for a variety of reasons. For exampel teachers must take into consideration numerous factors when converting their assessment into a grade. The teachers also replied that summative assessment of students’ texts is a very time-consuming and not so inspiring part of their professional practice. The teachers answered that they largely assessed the students texts on their own, but if they felt uncertain they could request help from a colleague. Most teachers agreed that it would be beneficial if all assessments of writing were done collaboratively, but that there is no time to co-evaluate. Several teachers also meant that the national exams function as help in their own assessment, as it became something to relate to.