Made available in DSpace on 2016-04-28T20:39:02Z (GMT). No. of bitstreams: 1 Grasiele Sousa.pdf: 2196263 bytes, checksum: 6114ca6dbe9c2b9792b31056632382a0 (MD5) Previous issue date: 2015-03-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research proposes an analysis of amateur videos on beautification practices posted on the YouTube platform placed in the Internet. The authors of these videos are women of different ages and various social classes. They share their opinions on the strategies and beautification products in a very personal way in front of the camera. This all happens in a homemade movie set, usually in their sleeping room. Other places can also be the set, so that all things can be done in an informal atmosphere, more suitable to a direct and friendly conversation with the audience . YouTube is a platform for sharing videos that became popular in a short period. Since the mid 2000s it won thousands of users across the globe. Something comparable to the range of previous forms of communication for the purpose of audiovisual broadcasting and television, except for the fact that now we are talking about a type of interaction in which we are all potentially transmitters and receivers of information. In this work, we will give attention to some aspects of the way these videos are being produced and what seemed, to some extent: be related to an inherited experience of communication on television; happen as a way to update beautification practices of the past (like the so called beauty meetings ); be a way to produce subjectivities through a "self-editing process." The research grows from a sampling of the videos (more qualitative than quantitative) the construction of a logbook and a survey on the literature of the history of YouTube, the language of video, television and today's consumer society / A presente pesquisa baseia-se na análise de vídeos amadores sobre práticas de embelezamento postados na plataforma YouTube. Mulheres de idades e classes sociais variadas são as autoras desses vídeos. Diante da câmera, elas compartilham suas opiniões acerca das estratégias e produtos do embelezamento de forma bastante pessoal. Isso tudo acontece, num set de filmagem caseiro, geralmente no quarto. Outros lugares também podem servir de cenário, contanto que tudo possa ser realizado num clima informal, mais propício a uma conversa direta e amigável com a audiência. O YouTube é uma plataforma de postagem e compartilhamento de vídeos que popularizou-se em pouco tempo. Desde meados dos anos 2000, ele conquistou milhares de usuários pelo globo, algo comparável ao alcance de formas anteriores de comunicação com propósito de difusão audiovisual como a televisão. Só que agora, estamos falando de um tipo de interação em que somos todos potencialmente emissores e receptores de informação. Neste trabalho, daremos atenção a alguns aspectos relacionados ao modo como esses vídeos vem sendo produzidos e que nos pareceu, em alguma medida: ter relação com uma experiência herdada da comunicação pela televisão; acontecer como uma forma de atualização de práticas de embelezamento de antigamente (como os encontros de beleza); ser uma forma de fabricar subjetividades por meio de uma edição de si . A pesquisa se desenvolve a partir de uma amostragem dos vídeos, (mais qualitativa que quantitativa) da construção de um diário de bordo e de uma pesquisa bibliográfica sobre a história do YouTube, da linguagem do vídeo, da televisão e da atual sociedade de consumo

Although peer review, in which students evaluate each others' papers, has been shown to be beneficial in many writing classrooms, the benefits of peer review to the reviewer, or the student giving the feedback, has not been thoroughly investigated in the field of second language (L2) writing. The purpose of this study is to determine which is more beneficial to improving student writing: receiving or giving peer feedback. The study was conducted at the English Language Center (ELC) at Brigham Young University (BYU). Ninety-one students in nine writing classes at two different proficiency levels, high beginning and high intermediate, participated in the study. The treatment groups reviewed anonymous papers, but received no peer feedback over the course of the semester, while the control groups received feedback, but did not review other students' papers. Writing samples collected at the beginning and end of the semester were used to evaluate which of the two methods most helped student writers. In addition, a short survey was conducted to investigate the correlation between student attitudes and demographic information and these results. Results of a series of t-tests indicated that the treatment groups, which focused solely on reviewing peers' writing, made more significant gains in their writing over the course of the semester than the control groups. These results were also more significant at the lower than the higher proficiency level. Students? level of comfort with the writing process and desire to learn how to use feedback were found to be significant predictors of these results.