Academic Writing

Scholar Year: 2023/2024 - 2S

Courses

Head Teacher Responsability Mariana Abrantes de Oliveira Pinto Alte da Veiga Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Rita Gonçalves   4,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

(i) locate and select information effectively from different sources;
(ii) know the specificities of academic discourse;
(iv) produce texts used in an academic context, respecting its discursive and linguistic characteristics;
(v) mobilize the acquired knowledge in the production of academic texts in different CU and, in the future, in professional life.

Syllabus

- Information literacy
- Specificities of academic discourse
- From reading to writing: a path focusing on the selection, processing and organisation of information
- Genres of the academic sphere
- Textual macrostructures and microstructures
- From the writing process to the communication of results

Demonstration of the syllabus coherence with the UC intended learning outcomes

In the context of initial training, it is essential that (the) students read and write texts of the academic sphere, whose specificity implies a thorough knowledge of their characteristics and shaping properties. Thus, it is justified that the selected contents focus on the textual and discursive characteristics of these genres, namely the scientific article. In this context, the knowledge of differentiated strategies for the selection, processing and organisation of information is also of particular importance, using, for example, concept maps, schemes or other forms of graphic representation (graphic organisers), which are extremely important, insofar as they facilitate conceptual organisation, restructure and promote metacognition.

Teaching methodologies

Based on the socio-constructivist conception of the teaching-learning process, the activities
will be, whenever possible, oriented towards the discovery of the structural, discursive and linguistic properties of the textual genre. In this sense, the teacher does not "teach" or "expose" the characteristics of the textual genre to the students, but it is the students who investigate and discover the configuration of the genre, based on the reading of reference texts that may emerge from different CU of the study plan, thus valorising a work in articulation and making possible the communication and divulgation of the accomplished products.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

In this UC will be privileged a reading work, information selection from several sources and the production of texts from the implementation of didactic sequences organized around tasks of written production. This process will allow the identification of the difficulties presented and the planning of the work modules according to those difficulties, in order to develop the students' knowledge concerning the specificities of academic discourse. This way of acting also allows a differentiated teaching, since different levels of difficulty are likely in different students. On the other hand, through the collaborative construction of self and hetero-evaluation grids at different moments, it is possible to monitor learning, starting from intermediate textual productions and not only in the final production task.

Assessment methodologies and evidences

Assessment will be a continuous process of retroactive regulation that will include activities of written expression, with peer work (40%), and the construction of a digital portfolio, individually (60%), in which the most significant learning moments for each student are represented.

Bibliography

Cabral, A. P. (2003). Leitura, compreensão e escrita no Ensino Superior e sucesso académico. [Tese de doutoramento, Universidade de Aveiro], Aveiro.
Cardoso, A., & Pinto, M. O. (2019). Contributos para uma didática da escrita académica no ensino superior: um percurso centrado no artigo científico. In F. Caels, L. F. Barbeiro, & J. V.
Santos (Eds.), Discurso académico: uma área disciplinar em construção (pp. 153-182).
CELGA-ILTEC.
Cardoso, A., Sebastião, I., & Teixeira, C. (2018). O resumo de artigo científico: Exemplo de um percurso didático em escrita académica. In P. Osório, E. Leurquin, & M. C. Coelho (Org.), Lugar da gramática na aula de Português (pp. 126-147). Rio de Janeiro: Editora Dialogarts.
Pinto, M. O. (2018). Modelo didático do género exposição escrita: identificação e avaliação dos resultados da sua implementação na qualidade dos textos que os alunos produzem. D.E.L.T.A., 34.4, 1213-1241. https://doi.org/http://dx.doi.org/10.1590/0102-
445010479593676613
Rodrigues, L. C. S. (2010). Dificuldades de Síntese na Escrita de Alunos do Ensino Superior Politécnico [Tese de Doutoramento, Universidade de Aveiro]. Aveiro.