Práticas de leitura e escrita em contexto acadêmico: relações (hiper)textuais singulares

The present article aims at reflecting about the discursive practices of writing and reading on the net, more specifically about the writing and reading methods used by the undergraduate and graduated teachers, based on an internet search engine. It’s of interest to investigate: i) the (hyper) textual relations established in the context thought as permitted by the electronic resources; ii) the discursive marks that arise (are arisen) in a singular way of reading (and/or writing). The set of material was produced during a university extension course about reading and cyberspace, whose context consisted of a drawing production of the reading process on an internet search engine, on the basis of the signifier “apple”. Based on the French Discourse Analysis and assumptions from the New Literacy Studies, we intended to discuss the operating procedures of the internet search and the effects of meanings produced by the subject during his/her reading/writing process.

Oficinas de leitura, interpretação e produção textual no ensino fundamental

This paper describes a project called “Development of educational workshops on text reading, interpretation and writing in elementary school”, which took place at the São Paulo State University (UNESP) with financial support given by the PROEX-UNESP (Pro-Rectorate of Extension). This project aimed to organize and run educational workshops on reading, interpreting and writing different genres for students enrolled at a public elementary school in São José do Rio Preto, São Paulo state. The analysis of the texts produced by the students unfolded the project into two essential approaches. In the first one, it was possible to identify problems and inaccuracies in language usage, which was the starting point to prepare the minicourses that would be offered. These mini-courses promoted a deep involvement of undergraduate students (in Portuguese Language and Literature) with the practice of Portuguese teaching at the school. In the second one, 5.468 texts, which were produced during the four-year project, founded researches whose goal is to describe processes in which there is a relation between speech and writing, and are based on a theoretical framework that values the multiplicity of literacies associated with social practices experienced by the students. Thus, this extension project aimed to articulate the service to the external community – in this case, public school students - to the internal community – undergraduate students in Portuguese Language and Literature.

Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades

Pós-graduação em Educação Escolar - FCLAR

Os textos no ensino de filosofia

When someone teaches Philosophy, he or she must be conscious that in the texts there is a compound of three kinds of experience: reading, thinking and writing. These three types of experience blend form and content of the text when one thinks, writes and reads. Then these experiences have an face as shape and another face including thinking, writing and reading in a continuous tension because it is related to a practice that is in this same context, that of philosophy.

Subsídios teórico-metodológicos para a elaboração de um curso de inglês para a área jurídica na modalidade EaD

Pós-graduação em Estudos Linguísticos - IBILCE

De Rilke Shake a Um útero é do tamanho de um punho: transformações na poesia de Angélica Freitas

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Um exercício de pensamento: entre a fotografia e a escrita

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Leitura e interpretação do gênero artigo de opinião: uma experiência reflexiva em ambiente socioeducativo : Fundação C.A.S.A

Pós-graduação em Letras - FCLAR

Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts 2010

The College of Arts and Sciences proudly presents the eighth issue of the Book of Abstracts, which highlights the work conducted by students in collaboration with faculty mentors. This collection of abstracts represents many hours of scholarly activity in which students further developed their research, critical thinking, and writing skills and engaged in learning well beyond the classroom.

Undergraduate Scholarship in the College of Arts and Sciences 2011 Book of Abstracts

The College of Arts and Sciences proudly presents Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts, our ninth annual issue documenting the work conducted by students in collaboration with their faculty mentors. As you will see by the depth and variety of the projects, these students successfully used their research, critical thinking, and writing skills to produce scholarship that has been recognized by the larger scholarly community.

Undergraduate Scholarship in the College of Arts and Sciences Book of Abstracts 2009 Book of Abstracts

The College of Arts and Sciences proudly presents the seventh Book of Abstracts, highlighting the undergraduate scholarship conducted by students in collaboration with faculty mentors. This collection of abstracts represents many hours of scholarly activity in which students further developed their research, critical thinking, and writing skills and engaged in learning well beyond the classroom. We congratulate the students and their faculty mentors for the quality of their work and their willingness to share it with the academic community through publications in refereed journals and presentations at regional, national, and international meetings. We also thank Evan Adams for editing the abstracts and Chris Richter, a visual communication design major, for designing the cover and producing the book.

Undergraduate Scholarship in the College of Arts and Sciences 2006 Book of Abstracts

The College of Arts and Sciences proudly presents our fourth issue of Undergraduate Scholarship in the College of Arts and Sciences: Book of Abstracts, which highlights the work conducted by students in collaboration with faculty mentors. This collection of abstracts represents many hours of scholarly activity in which students further developed their research, critical thinking, and writing skills and engaged in learning well beyond the classroom.

Undergraduate Scholarship in the College of Arts and Sciences 2005 Book of Abstracts

The College of Arts and Sciences proudly presents Undergraduate Scholarship in the College of Arts and Sciences, the third issue in our annual book of abstracts, containing the work conducted by students in collaboration with faculty mentors. As you will see by the depth and variety of the projects, these students successfully used their research, critical thinking, and writing skills to produce scholarship that has been recognized by the larger scholarly community. In fact, these collected works illustrate the students’ ability to communicate at a professional level; in many cases, these students have presented and defended their scholarship to the greater academic community at regional, national, and international meetings. We congratulate all the students and faculty mentors who are represented in this collection for their dedication to learning. This book is also the first designed and edited by Winthrop University undergraduate students. For their good work, we thank Kristen Jeffords for editing the abstracts, Paul Jones for creating the cover art, and Stephanie Sheldon for the book design and layout.

Discourse and Cooperative Learning in the Math Classroom

In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and written explanations generally showed little change, but this may have been related to insufficient data. As a result of this research, I plan to continue to use cooperative learning groups and increased student discourse as a teaching practice in all of my math classes. I also plan to include training on cooperative learning strategies as well as more emphasis on vocabulary and writing in my math classroom.

Here is the Plan: So What is the Question?

In this action research study of my classroom of 5th grade mathematics students, I investigated their understanding of the mathematical operations by having them write problems to match given equations. I discovered that writing a story to match an equation does provide insight into a student’s understanding of mathematical concepts, however, reading comprehension is a factor in the understanding. Readers who struggle with comprehension do struggle with understanding and writing math story problems. The discussion that follows the writing of a math story problem and the solving of the written problems helps to strengthen the students’ mathematical abilities as well as their communication skills and confidence levels. Through my study, students learned that it was alright to make mistakes because the learning from those mistakes is what is important. As a result of this research, I plan to continue to have students write stories to match given equations as a source of information about student understanding. I will continue to give opportunities to revisit those written problems as a tool to increase students’ comprehension and communication skills, as well as their confidence.