Textbook review: reading and writing in undergraduate courses – genre-based pedagogy

Authors

DOI:

https://doi.org/10.26512/rhla.v23i2.53708

Keywords:

Academic writing, Reading to Learn Program, Textbook

Abstract

Academic writing is often considered a challenge for academics from different courses. In order to assist professors to conduct this process of textual production, the work Textbook: reading and writing in undergraduate courses – Genre-based Pedagogy (2023) was developed based on the Reading to Learn Program, linked to the Sydney School, which presents different support levels for reading and writing. In this sense, it is an e-book composed of five units, which present different textual genres (opinion article, summary of academic works, critical review, academic article and research project), that are important in the academic sphere. 

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Author Biographies

Caroline Teixeira Bordim, Universidade Federal do Rio Grande do Sul

Doutoranda do Programa de Pós-Graduação em Letras da Universidade Federal do Rio Grande do Sul; mestra em Estudos Linguísticos pela Universidade Federal de Santa Maria e licenciada em Letras, com habilitação em Língua Portuguesa e suas respectivas Literaturas pela mesma universidade. São temáticas de interesse: produção de material didático em Língua Portuguesa; formação de professores; Prática de Análise Linguística e Pedagogia com Base em Gêneros da Escola de Sydney.

Júlia Folle Alves, Universidade Federal do Rio Grande do Sul

Mestranda em estudos da linguagem pela Universidade Federal do Rio Grande do Sul (UFRGS). Licenciada em Letras - Língua Portuguesa e Literaturas de Língua Portuguesa e Língua Inglesa e Literaturas de Língua Inglesa - pela mesma instituição. Participa do Grupo de Pesquisa Sistêmico-Funcional (GPESF), coordenado pela Prof. Dr. Lucia Rottava.

References

CORÁ, M. A. J.; DEMAJOROVIC, J. Resenha crítica – administração: uma abordagem inovadora com desafios práticos. Administração: Ensino e Pesquisa, v. 20, n. 2, p. 545-550, maio-ago. 2019.

HALLIDAY, M. A. K. An introduction to functional grammar. London: Routledge, 1985a.

HALLIDAY, M. A. K. An introduction to functional grammar. London: Edward Arnold, 1985b. [3. ed. rev. by C. M. I. M. Matthiessen, 2004; 4. ed. rev. by C. M. I. M. Matthiessen, 2014].

HALLIDAY, M. A. K.; MATHIESSEN, C. An Introduction to Functional Grammar. 3nd ed. London: Arnold, a member of the Hodder Headline Group, 2004.

HALLIDAY, M. A. K.; MATHIESSEN, C. An Introduction to Functional Grammar. 4nd ed. London: Arnold. 2014.

MAFESSONI, M, A.; NONEMACHER, N. Apresentação. In: ROTTAVA, L. et al. Caderno didático: leitura e escrita na graduação – Pedagogia com Base em Gêneros. Porto Alegre: Zouk, 2023. p. 6.

MARTIN, S. Análise da plataforma “YouTube” como fonte de informações sobre odontologia hospitalar e odontologia para pacientes oncológicos. 2018. 43f. Trabalho de Conclusão de Curso (Especialização) – Universidade Federal do Rio Grande do Sul, Porto Alegre, 2018.

MARTIN, J. R.; ROSE, D. Working with discourse: meaning beyond the clause. 2nd ed. London: Continuum, 2007.

MARTIN, J. R; ROSE, D. Genre relations: Mapping culture. Sheffield, UK: Equinox, 2008.

ROSE, D. Reading to Learn – preparing for reading and writing. Australia, 2017a. v. 1.

ROSE, D. Reading to Learn – selecting and analyzing texts. Australia, 2017b. v. 2.

ROSE, D. Reading to Learn – assessing writing. Australia, 2017c. v. 3.

ROSE, D. Reading to Learn – detailed reading and rewriting. Australia, 2017d. v. 4.

ROSE, D. Reading to Learn – patterns in text. Australia, 2017e. v. 8.

ROSE, D. Building a pedagogic metalanguage I: curriculum genres. In: MARTIN, J. R.; MATON, K.; DORAN, Y. J. (Ed.). Accessing academic discourse: Systemic Functional Linguistics and Legitimation Code Theory. London; New York: Routledge, 2020. p. 236-267.

ROSE, D; MARTIN, J. R. Learning to write, reading to learn: genre, knowledge and pedagogy in the Sidney School. Sheffield, UK; Bristol, VA: Equinox Publishing Ltd., 2012.

ROTTAVA, L. et al. Caderno didático: leitura e escrita na graduação – Pedagogia com Base em Gêneros. Porto Alegre: Zouk, 2023. 316 p.

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Published

2024-12-23

How to Cite

Bordim, C. T., & Alves, J. F. (2024). Textbook review: reading and writing in undergraduate courses – genre-based pedagogy . Revista Horizontes De Linguistica Aplicada, 23(2), DT16. https://doi.org/10.26512/rhla.v23i2.53708

Issue

Vol. 23 No. 2 (2024): Dossiê: A escrita acadêmica a partir de diferentes abordagens teóricas

Section

Resenha

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