nÃo hà / A presente pesquisa, pertencente à Ãrea da LinguÃstica Textual, tem por objetivo caracterizar o gÃnero redaÃÃo do ENEM sob o ponto de vista da aÃÃo social que envolve o texto, da estrutura composicional textual/discursiva e dos tipos de acordo e tÃcnicas argumentativas da Nova RetÃrica. Para a realizaÃÃo desse objetivo, baseamo-nos na concepÃÃo de gÃnero como aÃÃo social e de comunidade retÃrica (MILLER, 2009 [1984]), nas diretrizes metodolÃgicas de anÃlise de gÃnero (BAZERMAN, 2011a), no protÃtipo da sequÃncia argumentativa e no plano de texto (ADAM, 1999; 2008), nos tipos de acordo e nas tÃcnicas argumentativas (PERELMAN; OLBRECHTS-TYTECA, 2005). Nosso corpus compÃe-se de 100 redaÃÃes do ENEM (2013) de todas as unidades da federaÃÃo, avaliados com a nota 1.000 pelos corretores/avaliadores do ENEM. Essas redaÃÃes foram analisadas em quatro etapas: a) descriÃÃo das condiÃÃes de produÃÃo da redaÃÃo; b) caracterizaÃÃo do gÃnero nos aspectos interno e externo; c) sistematizaÃÃo de dados sobre a estrutura composicional textual/discursiva e d) levantamento dos tipos de acordo e das tÃcnicas de argumentaÃÃo. Nossos dados confirmam que o gÃnero redaÃÃo do ENEM apresenta, em sua caracterizaÃÃo externa, aspectos pertencentes à proposta de hierarquia de sentido de Miller (2009), o gÃnero insere-se como um texto tipificado na situaÃÃo sociodiscursiva, em nosso corpus, a Lei Seca. A caracterizaÃÃo externa tambÃm contempla os aspectos, tais como: a produÃÃo, a circulaÃÃo e a recepÃÃo do gÃnero, mobilizando formas de enunciados padronizados determinados pela circunstÃncia. Jà a caracterizaÃÃo interna, apresenta todas as macroproposiÃÃes do protÃtipo da sequÃncia argumentativa e do plano de texto fixo. Quanto Ãs categorias bakhtinianas, as redaÃÃes demonstraram a unidade do texto na construÃÃo composicional argumentativa, o estilo de escrita formal da lÃngua portuguesa e o conteÃdo temÃtico com um tema direcionado à problemÃtica social. Na anÃlise retÃrica, identificamos as tÃcnicas argumentativas mais recorrentes do tipo de acordo relativo ao real â fato â com argumentos quase-lÃgicos e baseados na estrutura do real, geralmente, de vÃnculo causal. Esses resultados permitem-nos afirmar que o gÃnero redaÃÃo do ENEM apresenta caracterÃsticas peculiares que o diferencia de outros textos de natureza argumentativa. / The goal of this research, that belongs to the area of text linguistics, consists in characterizing the text, production of the National High School Exam (ENEM) as a genre, according to the point of view of the social action that involves the text and its development, the textual/discursive compositional structure and the New Rhetoric and its assumptions about the types according and the argumentative techniques. In order to accomplish this goal, we based this study on the conception of genre as a social action and as an action of rhetorical community (MILLER, 2009 [1984]), as well as on the methodological framework for genre analysis (BAZERMAN, 2011a), on the prototype of the argumentative sequence and on the text plan (ADAM, 1999; 2008), and on the types according and argumentative techniques (PERELMAN; OLBRECHTS-TYTECA, 2005). The corpus is composed by the analysis of one hundred text productions written in 2013 from all the Brazilian states, evaluated the maximum score (1000 marks) by brokers/assessors National High School Exam. These text productions were analysed following four different steps: a) description of the production conditions of the texts; b) characterization of the genre in internal and external aspects; c) systematization of the data about the textual/discursive compositional structure and d) survey of the types according and of the argumentative techniques. The data confirm that the text production of the National High School Exam as a genre has in its external characteristics aspects that pertain to the hierarchy of senses proposed by Miller (2009), which inserts the National High School Exam text production genre as a text that is typified in the sociodiscursive situation, in our corpus, the Drought Law. The external characterization also contemplates aspects such as: genre production, circulation and reception, mobilizing types of standardized enunciations which are determined by circumstances. On the other hand, the internal characterization presents a recurrent in all the macropropositions of the prototype of the argumentative sequence as well as in the text plan. The categories of Bakhtin show the text unit in the argumentative compositional construction, the formal written style of the Portuguese language, and the thematic content with a theme that concerns social problems. In the rhetorical analysis, the more recurrent argumentative techniques are those of the according type related to the real â fact â with arguments that are almost logic and based on the structure of the real, normally of a causal. These results allow us to state that production of National High School Exam has unique characteristics that differentiate it from other argumentative nature of texts.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-04T11:40:36Z No. of bitstreams: 1 marcelhenriqueangelo.pdf: 2605032 bytes, checksum: 07b6998fa7aaf57e8dc293907183a0ee (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T11:08:05Z (GMT) No. of bitstreams: 1 marcelhenriqueangelo.pdf: 2605032 bytes, checksum: 07b6998fa7aaf57e8dc293907183a0ee (MD5) / Made available in DSpace on 2016-02-05T11:08:05Z (GMT). No. of bitstreams: 1 marcelhenriqueangelo.pdf: 2605032 bytes, checksum: 07b6998fa7aaf57e8dc293907183a0ee (MD5) Previous issue date: 2014-04-04 / O objetivo central do presente trabalho é caracterizar o gênero matéria televisiva ou VT, considerando suas propriedades sociorretóricas e funcionais, esperando fornecer subsídios para o desenvolvimento de estratégias de ensino da produção textual no âmbito do telejornalismo. Nesta pesquisa, descrevemos a referida categoria a partir da articulação de vertentes teóricas distintas. Por um lado, teorias de gêneros textuais em que estes são tratados como mediadores efetivos nas trocas simbólicas e intersubjetivas , sendo suas configurações típicas resultantes, fundamentalmente, da natureza dialógica da linguagem e dos propósitos comunicativos almejados em cada circunstância nas quais são empregados os “tipos relativamente estáveis” de enunciados. Por outro, o arcabouço conceitual e técnico oriundo do campo jornalístico, de modo mais amplo, e do telejornalismo, em específico, por meio do qual rastreamos a evolução dos padrões de textualização no jornalismo em tevê visando ao entendimento das razões – institucionais, organizacionais, midiáticas e mercadológicas – em torno dos mesmos. Da mesma perspectiva sociorretórica que norteia nosso enfoque, no tocante à teoria, também derivam nossas opções metodológicas. Assim, numa primeira etapa, analisamos um corpus contendo 88 textos de VTs, em busca de recorrências pertinentes a organização bem como a modalidades retóricas, além de estratégias e movimentos mais habituais – investigação que nos permitiu elaborar modelos de categorias subgenéricas. Esses modelos, em seguida, na segunda parte, foram submetidos à apreciação de usuários profissionais do gênero – fase em que priorizamos a investigação dos aspectos culturais, compartilhados pela comunidade discursiva em questão, relevantes para o estabelecimento da identidade e dos limites genéricos, e ainda das transgressões toleráveis. Identificamos, então, duas subcategorias genéricas: as matérias factuais e frias. Estas, para fins didáticos, passaram a ser tratadas como pólos de um contínuo, sendo as características dos exemplares do gênero matéria televisiva decorrentes da pendência para uma ou outra das extremidades. Diante dos resultados, evidenciou-se a importância de uma aproximação mais intensa entre os estudos contemporâneos das práticas textuais com universos de atuação que demandam uma produtividade eficiente e, simultaneamente, inovadora. / This work aims to characterize the television broadcast genre or VT, considering its socio-rhetorical and functional properties and willing to offer support for the development of teaching strategies on text production in news broadcasting. In this study, this category is described by articulating different theoretical perspectives. On the one hand, theories of text genres, in which these are treated as effective mediators in symbolic and intersubjective exchanges, with their typical settings resulting fundamentally from the dialogical nature of language and from the communicative purposes pursued in every circumstance in which the "relatively stable types" of statements apply. On the other hand, the conceptual and technical framework arising from the journalistic field, broadly, and in television journalism, in particular, through which the evolution of patterns of textualization in TV journalism is tracked aiming at understanding the reasons - institutional, organizational, media and marketing - around it. The same socio-rhetorical perspective that guides the approach, concerning theory, also provides the methodological choices. In the first part, a corpus containing texts of 88 VTs is analyzed in search of relevant recurrences to the organization, as well as the rhetorical modes, along with strategies and more habitual movements - research that allowed the development of models of subgeneric categories. In the second part, these models were submitted to consideration of professional users of the genre - on this stage, the investigation of the cultural aspects shared by the interested speech community was prioritized, relevant to establishing the identity and generic limits, beyond the tolerable transgressions. Then, two general subcategories were identified: the factual and the cold materials. These, for teaching purposes, are now treated as poles of a continuum, with the characteristics of the specimens of the television broadcast genre arising from pending to one or the other end. Therefore, the results showed the importance of a more intense approach between contemporary studies of textual practices and several activities that require an efficient and simultaneously innovative productivity.

Cette recherche a pour but de mettre en évidence les difficultés de parcours des étudiants chercheurs jordaniens pendant leurs recherches universitaires en France. Elle traite les grands thèmes relatifs à l’écriture académique universitaire. Elle aborde les difficultés d’écriture académique des étudiants jordaniens en deux parties : la première traite l’apprentissage en amont de l’exposition à la langue cible, relatif à la scolarité dans le système éducatif jordanien. La deuxième est en aval de l’apprentissage de la langue cible, elle est relative à la qualité de l’apprentissage de la langue cible et de son enseignement dans un contexte où l’étudiant est en contact avec la langue depuis son arrivée dans son institution d’accueil. Nous explorons le système éducatif jordanien et ses rapports au système social, en expliquant comment la nature de l’enseignement des langues étrangères en Jordanie, « en amont », peut être un obstacle « en aval », lors d’un contact direct avec la langue, la société et les communautés natives – communautés différentes et natif entendu au sens concret du terme. Nous essayons de mettre en évidence les problèmes et les difficultés auxquels se heurtent les étudiants-chercheurs jordaniens. Cette démarche commence par une tentative de définition de l’écrit académique, tout en décomposant les notions et les facteurs de cet écrit, pour cerner avec précision les difficultés des étudiants jordaniens dans l’écrit académique. Le questionnement autour de la notion de l’écrit académique nous guide à travers l’analyse du corpus pour mieux cibler les vraies lacunes de l’écrit académique de ces étudiants-chercheurs. / The aim of this essay is to define the difficulties met by Jordanian student researchers during their academic research in France. This thesis deals with the main themes relative to academic writing. Its objective is to differentiate in two parts the problems encountered by Jordanian students in academic writing: firstly, problems relative to learning the target language in the Jordanian education system. Secondly, those relative to learning the language in France and linked to the quality of learning and teaching, and to the contact established by the student when he arrives in a French institution. We will have beforehand explored the Jordanian education system, its links to the social system, and explained how the quality of teaching foreign languages in Jordan can be an obstacle when there is a direct contact with the language, the society and native communities [different communities] and native in the concrete meaning of the term. This thesis attempts to show the problems and the difficulties encountered by Jordanian student researchers, starting with a definition of academic writing and an analysis of its notions and factors. This analysis will help us to target the shortcomings of the academic writing of these student researchers.

While the Left Behind Corpus may be commended for being an effective tool for evangelism, the question arises of whether or not its themes engender a theology of extermination, indeed a creeping crusade; “creeping” in the sense of it being a movement of stealth and not one of high visibility – “crusade” in the sense of a militaristic movement, similar to that of the medieval crusades. I span my research across three artefacts in the LB Corpus in terms of its embedded interpretation, discourse and ideology; in fact three separate entities for explanatory purposes, but in effect they form a single entity of interaction and cross-production. I am therefore extending many niches of research and critical discourse to what I envisage as the wider context of the LB Corpus: its potential for social construction, and its enigmatic connections with other apocalyptic-driven and crusade-like movements. Based as it is on “consistent literalism,” the LB Corpus can only be countered by an exegetical approach that situates the foundational text for the Left Behind phenomenon, Revelation 7, in its historical setting, while taking cognisance of the particularities of early Christianity, with its Jewish heritage lived out in a Graeco-Roman environment. In offering an alternative reading, I take some cues from Vernon Robbins‟ socio-rhetorical approach and draw from perspectives of theorists across several disciplinary fields in pointing out anomalies in a consistent literalism driven interpretation of Revelation 7. / New Testament / Thesis (D.Litt. et Phil. (Biblical Studies))

While the Left Behind Corpus may be commended for being an effective tool for evangelism, the question arises of whether or not its themes engender a theology of extermination, indeed a creeping crusade; “creeping” in the sense of it being a movement of stealth and not one of high visibility – “crusade” in the sense of a militaristic movement, similar to that of the medieval crusades. I span my research across three artefacts in the LB Corpus in terms of its embedded interpretation, discourse and ideology; in fact three separate entities for explanatory purposes, but in effect they form a single entity of interaction and cross-production. I am therefore extending many niches of research and critical discourse to what I envisage as the wider context of the LB Corpus: its potential for social construction, and its enigmatic connections with other apocalyptic-driven and crusade-like movements. Based as it is on “consistent literalism,” the LB Corpus can only be countered by an exegetical approach that situates the foundational text for the Left Behind phenomenon, Revelation 7, in its historical setting, while taking cognisance of the particularities of early Christianity, with its Jewish heritage lived out in a Graeco-Roman environment. In offering an alternative reading, I take some cues from Vernon Robbins‟ socio-rhetorical approach and draw from perspectives of theorists across several disciplinary fields in pointing out anomalies in a consistent literalism driven interpretation of Revelation 7. / New Testament / Thesis (D.Litt. et Phil. (Biblical Studies))