Resumo: O objetivo deste trabalho é indagar sobre a presença de elementos persuasivos em trabalhos de conclusão de curso do Bachar universidade pública argentina, a fim de determinar que papel é exercido pela argumentação retórica nestes escritos, considerando a classificação proposta por Padilla, Douglas e Lopez (2011) sobre as possibilidades de argumentação (demonstrativa, retórica e dialética). Para cumprir nosso propósito, utilizamos a classificação de recursos de impessoalidade e de personalização de García Negroni (2008) e a de "outros elementos de relação" de Hyland (2000), e contabilizamos em nosso corpus a presença de todos estes elementos, oferecendo, também, exemplos ilustrativos de cada categoria. Palavras-chave: Argumentação. Persuasão. Trabalho de conclusão de curso. Abstract:The main objective of this paper is to inquire abou persuasive elements in undergraduate final theses of Geology, in order to examine the role that rhetorical argumentation plays in these writing. To do so, I drew upon the scheme proposed by Padilla, Douglas and Lopez (2011) about academic argumentation, which includes the demonstrative, the rhetoric and the dialectical modes; the categorization about impersonalization and personalization resources proposed by García Negroni (2008);and Hyland's (2000) classification about "other relational markers". I have counted the incidence of these discursive elements in the corpus, offering illustrative examples of each category.
This paper investigates different theories about the reading processes in deaf people, their problems, their advances and educational practices. For that, we have analyzed theoretical and empirical research papers in Spanish. After our analysis, we arrived at the conclusion that nowadays bilingualism is the main school of thought, even when there are different ideas about reading inside it: one of those ideas is about the acquisition of Spanish as a foreign language not only in the writing skills, without any participation of the oral language and other that, in opposition, consider that oral Spanish make it easier to learn how to read and write in that language. After this study, we think that vocabulary acquisition, phonological consciousness (in its visual variant), and syntaxes are important to develop reading skills in deaf people, that should be trained more systematically by the bilingual perspective. We also propose that logogenia is possibility of an alternative and accessory method for the syntax skills training involved in every reading and writing process. We also think that it is very important for deaf people to learn how to read and write in Spanish language, so they would have a better and fuller acquisition of scholar knowledge.
Este trabajo analiza las políticas educativas vinculadas con las prácticas de lectura en población sorda en España y Argentina, a la luz de aportes teóricos relacionados con los procesos de lectura y las dificultades que suscitan en esta población. Para ello, se analizaron normativas y propuestas didácticas oficiales de ambos países sobre la educación de la persona sorda en general y sobre las prácticas del lenguaje escrito en particular. Las dificultades lectoras de los estudiantes sordos suponen una barrera importante para su participación y progreso que dificulta una respuesta educativa inclusiva en este colectivo. En el trabajo que aquí se presenta se analizan los factores que condicionan los niveles lectores funcionales de los alumnos sordos: vocabulario, morfosintaxis y conciencia fonológica. Palabras Clave: Estudiantes sordos, Lectura, Políticas Educativas. Educación Inclusiva.
El objetivo de este trabajo es descubrir si estudiantes de Ingeniería Civil de una universidad pública argentina incluyen los segmentos textuales (Gnutzmann y Oldenburg, 1991 y Ciapuscio y Otañi, 2002) y los pasos retóricos (Swales, 1990) prototípicos del artículo científico en sus trabajos finales de grado. Si bien no se trata de artículos de investigación, estos pasos retóricos también podían ser aplicados a las tesinas de licenciatura y a los trabajos finales de grado (Hael, 2010). Nos interesa estudiar este tema en virtud de descubrir qué papel juega la argumentación en este tipo de escritos, teniendo en cuenta que tanto los segmentos textuales como los pasos retóricos pueden dar cuenta de dos tipos de argumentación académica: la demostrativa y la dialéctica (Padilla, Douglas y Lopez, 2011).
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