過去十年，翻譯學習已成為外文系大學生學習的重點之一，但是許多研究發現教師仍使用傳統的翻譯教學法。在傳統的教室，學生過度依賴以教師為中心的學習，教師本身亦接受或間接鼓勵被動的學習方式。學生只想聽取教師的建議，而鮮少了解自己的翻譯過程、翻譯風格及自我解決問題的方法。 本研究的目的在設計一個翻譯學習活動：「合作式翻譯任務」。此設計經過三個階段：(一) 初步設計；(二) 施實「合作式翻譯任務」的二個原型；(三) 完成合作式翻譯任務的設計。本研究採用設計本位研究方法 (Design-based research method)，並試圖對真實學習情境作深入地了解。在原型(一)共有五個活動：活動一為書面同儕回饋、活動二為組內討論及翻譯者研討會、活動三為口頭同儕回饋、活動四為口頭教師回饋、活動五為最終校正。 研究的參與者為科技大學的外語系學生，在第一循環共有56位學生參加，在第二循環有25位學生參加，另有二位翻譯教師參與此研究。本研究採用三角測量研究法 (triangulation) 來收集資料，包含影片、訪談及學生的翻譯文本等。研究分析的工具為「活動理論」，並從社群、分工、媒介三方面進行分析，以尋求可能解決設計問題的方法。 經過二個原型的實施，本研究設計出「合作式的翻譯任務」。活動一為訓練學生描述及解釋翻譯錯誤的能力。活動二為個人的書面同儕回饋，學生需使用文書處理軟體中的「新增註解」功能給予回饋。活動三為學生研討會及教師研討會。每位學生需記錄自己在研討會的討論結果。教師研討會的時間較短，以便讓與會的學生回學生研討桌分享研討的結果。活動四為學生翻譯員上台分享在學生研討會中得到的回饋及達成的共識。活動五為二個教師給予口頭回饋。活動六為學生使用「新增註解」註明所收集到的回饋、是否接受建議及理由。每組需交出一份校正後的翻譯，及附有註解的檔案。 研究發現學生較相信教師的評語，但是對同儕評語的不信任卻增加學習自主性。學生經分析同儕建議的翻譯、重組或修改後才採用。影響學生互動的因素為問答的溝通模式、同儕間的熟悉度及對同儕回饋的信念。學生的回饋方式傾向於找出有問題的翻譯、提供建議的翻譯及給予讚許。但他們很少給予針對自己的評語作解釋。 本研究提供理論上及實務教學的建議。在理論方面，本研究提出三種理論：領域理論、設計框架、及設計實施方法。在實務教學方法，合作式翻譯任務提供翻譯教師另一種教學模式，以期達到最佳的教學成效。 / For the past decade, translation learning has been one of the main foci for university language learners, but a number of studies have found that many translation teachers still utilize traditional translation teaching methods (Chang, Yu, Li & Peng, 1993; Dai, 2003; Mu, 1992). In traditional classrooms, students tend to depend heavily on teacher-centered instruction, and teachers accept or encourage the students’ passive learning attitudes (Kiraly, 1995). As a result, students only follow the teachers’ suggestions and rarely reflect up their own translating process, translation styles, and problem-solving approaches. The goal of this study was to design a translation learning task called the Cooperative Translation Task (CoTT). It was achieved in three phases: (a) the initial design of the CoTT; (b) the implementations of two prototypes of the CoTT and (c) the finalized CoTT. The current study followed a design-based research (DBR) framework to clarify the complicated interactions in an authentic learning environment. In total, there were five sessions in Prototype I:Session 1: Written Peer Response; Session 2: Within-group Discussion & Translator Seminar; Session 3: Oral Peer Response; Session 4: Oral Teacher Response; and Session 5: Final Revisions. The student participants in both cycles were technological university students, including 56 students in Cycle I and 25 in Cycle II. Two translation teachers participated in the study. For data collection, triangulation data were collected, including videos, interviews, and student documents. The data was put into the framework of Activity theory to diagnose implementation problems in terms of community, division of labor, and mediating artifacts, and innovations with solutions were provided. Following the second prototype, the latest version of the CoTT has been constructed. In Session 1, training in describing and explaining errors is conducted. In Session 2, a peer group gives written responses for the translator group to make revisions. To encourage students to give explanations to their own peers, individual accountability is included. The peer group uses the Comment function in the word-processing software to identify, describe, and explain the agreeable and disagreeable translations. In Session 3, a student seminar and a teacher seminar are conducted simultaneously. To help students take organized notes on the results of their discussions, and to prevent students from not accepting responsibility in the discussions, an individual seminar sheet is given to each student. The teacher seminar finishes earlier than the student seminar so that the members can return to the original seminar and share the teachers’ suggestions with the group. In Session 4, the translator group needs to present the comments from each seminar. In Session 5, the two teachers can use multiple criteria for error analysis. In Session 6, translator members use the Comment function in the word-processing software to insert collected comments, their acceptance level, and the reasons why they accept or reject each suggestion. Each group needs to turn in the final product, one copy with and one without the comments, to the instructor. The present study has found that students have a tendency to trust and use the teachers’ comments. However, this distrust of peers’ review increased students’ autonomy. Students underwent a process of analysis of the suggested translations and reformation of the translation. The influential factors in student-student interaction are an Asking and Answering communication mode and Acquaintance (2A), and students’ values in peer response. When giving a linguistic-level evaluation, students provided the most comments on mechanics, then comments vocabulary and sentences. As for the types of responses, they focused mainly on the identification of translations, provision of suggested translations, and some compliments on agreeable translations. They seldom gave explanations for either agreeable or disagreeable translations. The present study has both its theoretical and practical implications. This design-based study offers three kinds of theories: domain theories, a design framework, and design methodologies. The CoTT and its six sessions provide translation teachers an alternative way to teach, especially for teachers trained in other professions.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 36).

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-09-13T18:23:58Z No. of bitstreams: 1 DissWML.pdf: 4207155 bytes, checksum: 5811f047e7b65dbd43f52f60e16255ba (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T13:58:00Z (GMT) No. of bitstreams: 1 DissWML.pdf: 4207155 bytes, checksum: 5811f047e7b65dbd43f52f60e16255ba (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T13:58:07Z (GMT) No. of bitstreams: 1 DissWML.pdf: 4207155 bytes, checksum: 5811f047e7b65dbd43f52f60e16255ba (MD5) / Made available in DSpace on 2017-09-20T14:05:26Z (GMT). No. of bitstreams: 1 DissWML.pdf: 4207155 bytes, checksum: 5811f047e7b65dbd43f52f60e16255ba (MD5) Previous issue date: 2017-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research was started because of concerns regarding the teaching and learning of Counting Problems in Elementary School. With the intent of contributing to the construction of basic Combinatorial concepts, we elaborated exploratory-investigative tasks and we tried through these tasks, to analyze the answers that were made by students of an 8th grade of Elementary School, in order to answer the following investigative question: what learning occurs with the mobilization of registers of semiotic representation theory to do counting in a scenario of exploratory- investigative tasks in an 8th grade of Elementary School? The theoretical and methodological reference is constituted by the registers of semiotic representation theory propounded by Duval; by the theory of Mathematical Investigations, Ponte et al. Besides that the research also had the collaboration of Pessoa and Borba. We present a brief historical retrospective on the subject, besides a previous analysis of other works in the area and official documents aimed at teaching and learning of Mathematics subject regarding to contents of Counting Problems in Elementary School. The research was developed with a group of 25 students of the 8th grade Elementary School in a public school in São Paulo state, in the year 2016. The data collection was done through field notes (logbook), and from the records written by the students during the development of the sequence of tasks. Through this investigation, we could verify that the study of Counting Problems through exploratory-investigative tasks allows the articulation of different registers of semiotic representation, leading to a better understanding of this topic. / Esta pesquisa originou-se a partir de inquietações relacionadas ao ensino e aprendizagem de Problemas de Contagem no Ensino Fundamental. Com a intenção de contribuir para a construção de conceitos básicos de Combinatória, elaboramos tarefas de natureza exploratório-investigativas e procuramos por meio destas, analisar as respostas produzidas por estudantes de um 8o ano do Ensino Fundamental, com o intuito de responder a seguinte questão de investigação: que aprendizagem ocorre com a mobilização de registros de representação semiótica para a realização de contagens em um cenário de tarefas exploratório-investigativas num 8o ano do Ensino Fundamental? O referencial teórico e metodológico é constituído pela teoria dos registros de representação semiótica proposta por Duval e pela teoria das Investigações Matemáticas, proposta Ponte et al. Além disso o trabalho também contou com a colaboração de Pessoa e Borba. Realizamos um breve retrospecto histórico sobre o tema, além de uma análise previa de outros trabalhos na área, e documentos oficiais voltados para o ensino e aprendizagem da Matemática no que diz respeito a conteúdos relacionados a Problemas de Contagem no Ensino Fundamental. A pesquisa foi desenvolvida em uma turma de 25 alunos do 8o ano Ensino Fundamental de uma escola da rede pública de ensino do estado de São Paulo, no ano de 2016. A coleta de dados se deu por meio de notas de campo (diário de bordo), e dos registros produzidos pelos estudantes ao logo do desenvolvimento da sequência de tarefas. Através desta investigação, pudemos verificar que o estudo de Problemas de Contagem por meio de tarefas exploratório- investigativas possibilita a articulação entre diferentes registros de representação semiótica, o que leva a um melhor entendimento desse tema.

Les ordinateurs équipés d'accélérateurs sont omniprésents parmi les machines de calcul haute performance. Cette évolution a entraîné des efforts de recherche pour concevoir des outils permettant de programmer facilement des applications capables d'utiliser toutes les unités de calcul de ces machines. Le support d'exécution StarPU développé dans l'équipe STORM de INRIA Bordeaux, a été conçu pour servir de cible à des compilateurs de langages parallèles et des bibliothèques spécialisées (algèbre linéaire, développements de Fourier, etc.). Pour proposer la portabilité des codes et des performances aux applications, StarPU ordonnance des graphes dynamiques de tâches de manière efficace sur l’ensemble des ressources hétérogènes de la machine. L’un des aspects les plus difficiles, lors du découpage d’une application en graphe de tâches, est de choisir la granularité de ce découpage, qui va typiquement de pair avec la taille des blocs utilisés pour partitionner les données du problème. Les granularités trop petites ne permettent pas d’exploiter efficacement les accélérateurs de type GPU, qui ont besoin de peu de tâches possédant un parallélisme interne de données massif pour « tourner à plein régime ». À l’inverse, les processeurs traditionnels exhibent souvent des performances optimales à des granularités beaucoup plus fines. Le choix du grain d’un tâche dépend non seulement du type de l'unité de calcul sur lequel elle s’exécutera, mais il a en outre une influence sur la quantité de parallélisme disponible dans le système : trop de petites tâches risque d’inonder le système en introduisant un surcoût inutile, alors que peu de grosses tâches risque d’aboutir à un déficit de parallélisme. Actuellement, la plupart des approches pour solutionner ce problème dépendent de l'utilisation d'une granularité des tâches intermédiaire qui ne permet pas un usage optimal des ressources aussi bien du processeur que des accélérateurs. L'objectif de cette thèse est d'appréhender ce problème de granularité en agrégeant des ressources afin de ne plus considérer de nombreuses ressources séparées mais quelques grosses ressources collaborant à l'exécution de la même tâche. Un modèle théorique existe depuis plusieurs dizaines d'années pour représenter ce procédé : les tâches parallèles. Le travail de cette thèse consiste alors en l'utilisation pratique de ce modèle via l'implantation de mécanismes de gestion de tâches parallèles dans StarPU et l'implantation ainsi que l'évaluation d'ordonnanceurs de tâches parallèles de la littérature. La validation du modèle se fait dans le cadre de l'amélioration de la programmation et de l'optimisation de l'exécution d'applications numériques au dessus de machines de calcul modernes. / Hybrid computing platforms equipped with accelerators are now commonplace in high performance computing platforms. Due to this evolution, researchers concentrated their efforts on conceiving tools aiming to ease the programmation of applications able to use all computing units of such machines. The StarPU runtime system developed in the STORM team at INRIA Bordeaux was conceived to be a target for parallel language compilers and specialized libraries (linear algebra, Fourier transforms,...). To provide the portability of codes and performances to applications, StarPU schedules dynamic task graphs efficiently on all heterogeneous computing units of the machine. One of the most difficult aspects when expressing an application into a graph of task is to choose the granularity of the tasks, which typically goes hand in hand with the size of blocs used to partition the problem's data. Small granularity do not allow to efficiently use accelerators such as GPUs which require a small amount of task with massive inner data-parallelism in order to obtain peak performance. Inversely, processors typically exhibit optimal performances with a big amount of tasks possessing smaller granularities. The choice of the task granularity not only depends on the type of computing units on which it will be executed, but in addition it will influence the quantity of parallelism available in the system: too many small tasks may flood the runtime system by introducing overhead, whereas too many small tasks may create a parallelism deficiency. Currently, most approaches rely on finding a compromise granularity of tasks which does not make optimal use of both CPU and accelerator resources. The objective of this thesis is to solve this granularity problem by aggregating resources in order to view them not as many small resources but fewer larger ones collaborating to the execution of the same task. One theoretical machine and scheduling model allowing to represent this process exists since several decades: the parallel tasks. The main contributions of this thesis are to make practical use of this model by implementing a parallel task mechanism inside StarPU and to implement and study parallel task schedulers of the literature. The validation of the model is made by improving the programmation and optimizing the execution of numerical applications on top of modern computing machines.

The diploma thesis deals with the use of our senses in art education. The theoretical part of the thesis clarifies concepts of "pedagogical constructivism, personality approach in the teaching of art education, creation as self-knowledge, sensory education", opens the question of experience as a starting point for art activities for contemporary pupils at the time of digital technologies. Our senses that come out of us are inseparable and ubiquitous, therefore they interfer with the various other components of our lives. So that's why the work tried to cover the senses to a wider extent of our conduct. Sometimes the theoretical part ranged from the chosen trajectory, but it was only because of the strong feelings of necessity to think about the question of human culture or at least to mention the anchoring of our education in history. This section also focuses on the psychological side of sensory sensitivity education. The five elaborated tasks in the didactic part bring a look into art lessons which characteristic features are experience, imagination, free decision and easiness, which originates from true sincerity and truthfulness towards oneself. The main inspirational component is sensory sensitivity. At the conclusion of the didactic part there is a summary of all reflective dialogues and...

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-08-29T18:03:18Z No. of bitstreams: 1 PAULO EDUARDO E SILVA BARBOSA - DISSERTAÇÃO PPGCC 2007..pdf: 549401 bytes, checksum: ffeac306fd7624758ab88a5062b5a5ae (MD5) / Made available in DSpace on 2018-08-29T18:03:18Z (GMT). No. of bitstreams: 1 PAULO EDUARDO E SILVA BARBOSA - DISSERTAÇÃO PPGCC 2007..pdf: 549401 bytes, checksum: ffeac306fd7624758ab88a5062b5a5ae (MD5) Previous issue date: 2007-02-23 / Todo programador ou engenheiro de software lida com um problema crônico na concepção de seus sistemas: violações das especificações ou requisitos de projeto. Essas violações necessitam de uma captura imediata, pois geralmente originam falhas que só podem ser descobertas tardiamente, a um custo de reparo bastante elevado. Nos últimos anos, pesquisadores da ciência da computação estão conseguindo um progressonotávelnodesenvolvimentodetécnicaseferramentasqueverificamautomaticamente requisitos e projeto. A abordagem em maior evidência chama-se verificação de modelos (model-checking). Verificação de modelos é uma técnica formal e algorítmica de se fazer verificação de propriedades de sistemas com um espaço de estados finito. Suas principais vantagens são o poder de automação e a qualidade dos resultados produzidos. Porém, esta técnica sofre de um problema fundamental — a explosão do espaço de estados — que se deve ao crescimento exponencial na estrutura que representa o comportamento de sistemas e à falta de recursos computacionais disponíveis para lidar com grandes quantidades de informação sobre o comportamento dos sistemas sob verificação. Este trabalho concentra-se em verificação de modelos utilizando plataformas de distribuição como tentativa de aliviar o problema citado. Mais detalhadamente, investigamos o uso de grades computacionais que rodam aplicações bag-of-tasks e formulamos algoritmos específicos para o processo de verificação. Aplicações bag-of-tasks são aplicações paralelas cujas tarefas são independentes entre si. Elas são as aplicações mais apropriadas para grades computacionais por permitirem heterogeneidade dos recursos. Aplicamos ferramentas de grades computacionais como uma camada entre a ferramenta de verificação e os recursos distribuídos compartilhados existentes e comparamos os quesitos desempenho e escala nos sistemas a serem verificados em relação às versões centralizadas de verificadores. A plataforma empregada na distribuição é muito atrativa no quesito custo, controle e escala. Através do compartilhamento de uma simples máquina, o engenheiro de sistemas ganha acesso a uma comunidade provedora de uma grande quantidade de recursos heterogêneos e automaticamente gerenciados para se fazer computação paralela seguindo sua filosofia. Durante o trabalho, essas vantagens são comparadas com suas desvantagens, como o alto custo de comunicação e a dificuldade de particionar o processo, por exemplo. O trabalho envolveu a produção das seguintes ferramentas: uma API genérica para a geração distribuída de grafos que representam o comportamento de sistemas concorrentes sobre plataformas de grades computacionais bag-of-tasks, um protótipo de verificação CTL que age de duas maneiras distintas, sendo on-the-fly durante a geração do espaço de estados ou sobre esse espaço de estados distribuído representado explicitamente seguindo a mesma filosofia de comunicação e versões simplificadas de simuladores de sistemas concorrentes sob alguns formalismos baseados em redes de Petri. Resultados experimentais sobre a aplicação deste ferramental são apresentados. / Every programmer or software engineer deals with a chronic problem during the conception of their systems: violations in the project requirements. These violations need to be discovered early be cause they generally produce errors that can be discovered later, at a very expensive cost to repair. In recent years, researchers in computer science are obtaining a notable progress in the development of techniques and tools to automatically verify requirements and designs. The most evidently approach is called model-checking. Model checking is a formal and algorithmic technique to perform properties verification in a finite state space of systems. Its main advantages are the automation power and the quality of the produced results. However this technique suffers from one big and foundamental problem - the state space explosion which is the absense of computational resources available today’s to deal with large amounts of information about the behavior of the systems under verification. This work investigates a solution to verify models in a distributed way using computational grids which runs bag-of-tasks applications, alleviating the mentioned problem. Bagof-tasks applications are those parallel applications which tasks arei ndependent of each other and are the applications most suited for computational grids because they allow heterogeneity between resources. We employ computational grid tools as a layer between between the verificationtooland the distributed shared resources. This verification is performed by adapted CTL algorithms to the bag-of-tasks philosophy. So we intend to obtain improvements in speed-up and scalability in the systems to be checked when compared to centralized versions of verifiers produced in side the group. Moreover,the employed middleware in the distribution is very attractive in the cost and control aspects. By sharing a single machine, the system engineer obtains access to a community that provides large amounts of heterogeneous resources automatically managed to perform parallel computation. This work included the production of the following tools: a generic API to the distributed generation of graphs that describes the behavior of concurrent systems under bag-of-tasks computational grids platforms, a prototype to check for CTL properties using on-the-fly algorithms or iterating over the generated fragments of the distributed graph. We also implemented simplified versions of simulators of concurrent systems following some formalisms based on Petri nets. Experimental results are also presented.

This thesis in the first part deals with the work of sales representatives. In the second part is presented the company UniCredit Leasing CZ, in which it analyzedis by work management control of sales representatives - employees and the representatives of the self-employed. The thesis compares two models rank sales representative, and external and internal management sales representative. The conclusion is evaluated the situation researched the company and suggasted recommendations to improve the management of business performance data and also to determine whether the position of sales representative, which is controlled by externally, has the potential and prospects in the future.

This diploma thesis deals with conceptual knowledge of elementary school students about the forest ecosystem. Ecological relationships are represented in the textbooks analyzed, but they are not sufficiently explained and practically practiced. Tasks are aimed at determining the level of understanding of the relationship between organisms and between organisms and the environment. The level of pupils' knowledge of the context is reflected in the test tasks, the design and implementation of which was carried out by the author. After the test, a set of activities is used to correct the deficiencies. Totally moderate shifts towards improvement are achieved, but these differences do not account for the unambiguous success of applied activities. The research shows that pupils of the 5th grade of the primary school do not quite understand the relationships in the forest ecosystem.

The goal of my diploma thesisis to create a set of tasks for education at basic school. This thesis is especially focused on realization of tasks from practice.In theoretical part I deal with complex of inter-subject relations between described branches in this work, computer support, selection of 3D CAD programmes at basic school with regard to price availability and technical designing (drawing). The practical part is focused on working papers. This part allows the construction of product using the calculation of word task. This calculation makes theimage about that product easier and allows creation of model in the CAD programme and the final production. This thesis is checked up by pupils in ninth degree of basic school. The fundamental part of this work forms appendix of working papers, which are prepared for education. I consider the approachof solving the tasks for pupils at second degree of basic school to be innovative.

O Curso de Espanhol/Português de Intercâmbio – CEPI é um curso a distância que tem como objetivo preparar os estudantes intercambistas participantes do Programa Escala, no âmbito da Associação de Universidades Grupo Montevidéu (AUGM), para a experiência de intercâmbio antes de a mobilidade espacial ocorrer. A partir da realização de tarefas que antecipem situações com as quais deverão lidar durante seu intercâmbio propriamente dito (SCHLATTER et al, 2007), buscou-se elaborar tarefas relevantes para tal contexto de intercâmbio na plataforma Moodle. Tendo em vista que as relações humanas ocorrem através do uso da linguagem e que essa, por sua vez, se dá por meio de gêneros, pode-se afirmar que são esses gêneros que organizam nossa comunicação (BAKHTIN, 2003). Para compor as condições de produção para os diferentes usos da língua em cenários relevantes para os intercambistas, as informações contidas nos enunciados das tarefas são fundamentais para orientar a compreensão dos alunos no que diz respeito ao que lhe é proposto. É a partir da leitura do enunciado da tarefa que o aluno encontrará uma motivação para a leitura do texto e para a produção de seu próprio texto em resposta à leitura feita. Essa motivação pode ser apresentada através da explicitação da situação comunicativa proposta: uma interlocução (quem lê/quem escreve), um propósito (para que) e a composição do texto (de que maneira). O foco deste trabalho é analisar as 23 tarefas de leitura e produção escrita elaboradas para a terceira edição do CEPI com o intuito de verificar se: 1) as ações projetadas nas tarefas refletem o que está proposto nos objetivos gerais e específicos do curso; e 2) as produções escritas dos alunos atualizam as ações projetadas por essas tarefas. Para isso, analiso os enunciados das tarefas com o intuito de verificar a explicitação dos componentes necessários para projetar a configuração da interlocução, critério fundamental para a realização da ação e, portanto, para cumprir a tarefa de leitura e escrita (SCHOFFEN, 2009; GOMES, 2009; CARILO, 2009). Analiso também 15 produções escritas de alunos do CEPI para verificar como esses textos atualizam as ações projetadas pelas tarefas. A análise apontou que os enunciados das tarefas analisadas explicitam o gênero discursivo de recepção e produção e que essas tarefas estão adequadas às ferramentas do Moodle na qual se apresentam para leitura/escrita. Além disso, é possível, a partir das produções dos alunos, verificar a realização das ações projetadas para tais tarefas. Com base nesses resultados, sugiro alterações nos enunciados das tarefas que explicitem mais detalhadamente as condições de produção para as ações projetadas, esperando contribuir para a discussão acerca da elaboração de tarefas de leitura e produção escrita no ensino de Línguas Adicionais no contexto a distância. / The Spanish and Portuguese Courses for University Exchange Students – CEPI is an online course that aims at preparing exchange students who are part of Programa Escala, within Montevideo Group Universities Association (AUGM), to the exchange experiences before their spatial mobility. By developing tasks that anticipate situations with which those students will deal during their exchange itself (SCHLATTER et al, 2007), we sought to develop tasks that would be relevant to this exchange context having Moodle as our online platform. Considering that human relationships arise through the use of language and that occurs through genres, it can be said that these genres organize our communication (BAKHTIN, 2003). In order to set production conditions to different uses of language in relevant scenarios for those exchange students, the information included in the tasks’ rubrics is crucial to guide students’ comprehension regarding what is being proposed. It is by reading the tasks’ rubrics that students will find motivation to read the text and to write their production as a response to that text they have read. This motivation might be presented by clarifying the communicative situation proposed in the rubrics: an interlocution (who reads/who writes), a purpose (what for) and the text composition (how). The present study has the objective of analyzing the twenty three reading and writing tasks developed to the third edition of CEPI in order to verify is 1) the actions projected by the tasks reflect what is proposed by the course’s general and specific objectives; and 2) the students’ written productions confirm those actions projected by the tasks. For that purpose, I analyze the tasks’ rubrics in order to verify the clarity regarding necessary components to project interlocution configuration, fundamental criterion to perform those actions and, therefore, to accomplish the reading and writing task (SCHOFFEN, 2009; GOMES, 2009; CARILO, 2009). I also analyze fifteen written productions from CEPI students to verify how those writings confirm the actions projected by the tasks. The analysis indicated that the tasks’ rubrics which were analyzed clarify discourse genres for reception and production and that those tasks are adequate to the tools of Moodle they are presented to be read/written. Furthermore, it is possible to verify that the students perform the actions projected by the tasks through their written productions. Based on these results, I suggest to alter some rubrics so that the tasks might further clarify production conditions to the projected actions, hoping, thereupon, to contribute to the discussion concerning reading and writing tasks development for Additional Language teaching in online context.