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Copyright of Anos 90 is the property of Anos 90 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iluminuras is the property of Revista Iluminuras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This is the first translation into Portuguese of the last Book of the oldest attestable lipogram. The work is De aetatibus mundi et hominis, a composition written in Late Antiquity and attributed to Fabius Planciades Fulgentius, the Mythographer. In his Book XIV, now translated, the Caesars' life is depicted without the use of lexical units that present the letter 'o'. Furthermore, the translation proposal was elaborated from the critical edition established by the Latinist philologist Rudolf Helm (1898). Finally, it should be noted that the lipogrammatic conformation was not maintained in the arrival text, since, at this moment, our goal is to develop a version that allows a more fluid access to the thematic content of the starting text. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ouvirOUver is the property of ouvirOUver and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although researches on lingua franca are at early stages in Brazil, there has been a growing interest on this perspective. In this paper, we aim at discussing the legitimate doubts raised by those engaged in the discussion of the distinctions between English as a foreign language and English as lingua franca. We stress the challenges for teacher education courses and present some parameters to be taken into account in teacher education courses including such status. [ABSTRACT FROM AUTHOR]

In order to learn how to transform a text, it is important to give children prompts at the level of spelling, sentence cohesion and narrative coherence. Explicit feedback related to the problems of the initial version of a narrative is also important. The participants were 30 children from 4th grade divided in Experimental and Control Groups. It was evaluated the effect of a training program in which children revise their own texts with the help of some grids that were used as guidelines to analyze their spelling and also the cohesion and coherence, explicit feedback was also given. Our results show an improvement in the quality of 4th grade children's written composition from the Experimental Group in comparison to the Control Group. [ABSTRACT FROM AUTHOR]

The objective of the present study was to investigate the effects of training involving overlapping words on active and passive voice sentence production. Additionally, the study investigated the establishment and expansion of conditional control over each type of sentence and evaluated performance maintenance after 45 days without contact with the contingencies of the study. Participants were six children aged eight to ten years. Two sentences in the active voice and two in the passive voice were taught by overlapping. After teaching that four sentences, the active and the passive voice sentences construction were conditionally related to the color green and red, respectively. Substitutability tests checked the production of new sentences under conditional control. All participants learned the baseline sentences. In tests of substitutability, a participant has reached 87.5%, two had 75% and for others, the percentage of correct responses was 62.5%, 50%, and 37.5%. A second study was carried out with three of the six participants of the Study 1, in which there was an increasing in the performance requirement on conditional baseline before substitutability tests were applied. Two of the three participants performed with 100% and 87.5% accuracy in those tests. In both studies, only one participant showed maintenance of that repertoire. The second study suggests that the teaching of overlapping words can produces the composition of sentences with few errors. In addition, test results indicated the emergence of conditional control over new sentences. Additional studies are needed to assess conditions that are sufficient for the maintenance of this repertoire. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the independent contribution of phonological processing (phonological awareness and phonological working memory), rapid naming and morphological awareness to reading and writing skills in Brazilian Portuguese. Ninety-four third-graders of three private Brazilian schools took part in this study. Hierarchical regression analyses were carried out on measures of reading (accuracy and fluency) and writing skills controlling for age and intelligence. The results showed an independent contribution of phonological processing, rapid naming and morphological awareness for writing skill. However, the results for measures of reading accuracy and reading fluency indicated that only phonological processing and rapid naming made independent contributions for such skills. [ABSTRACT FROM AUTHOR]

This work investigates the interrelationship among the academic genres produced/read by students in a graduate course in Portuguese language, seeking to determine to what extent the concepts of genre sets and genre colonies can be consistently applied to describe these genres as a whole. The methodology included, in addition to a questionnaire administered to students, the analysis of a representative corpus of the academic genres most often read/produced by the students, including research articles, summaries, book reviews, research projects and final papers. The results indicate points of intersection as well as differences between the concepts, when applied to the genres under study, which suggests that they can be used alone or complementarily, depending on the aims that are proposed for the analysis. [ABSTRACT FROM AUTHOR]

this article has two objectives: (1) to describe the Literacy History (LH) of those candidates to entrance exam of the Federal University of Campina Grande (UFCG) and (2) to analyze the relationship between the mobilization of literacy practices both in the compositions and in the candidates' LH. The data indicate that the Literacy History composed of school literacy practices was not enough for candidates to attend the literacy practices required by the exam. However, those who demonstrated an LH punctuated by writing experiences acquired outside the school attended more adequately to what was requested in textual production. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text has the objective of analising the compositinal processo of Italo Calvino's work The Castle of Crossed Destinies as a machine-text, as a textual production that, through restrictions to the creative process, lends combinatorial procedures from tarot cards and mechanical processes as a means of expanding compositional possibilities. [ABSTRACT FROM AUTHOR]

Purpose: To characterize the performance of students with signs of reading and writing difficulties, according to the school grade, error categories, reading fluency parameters, and the correlation between these variables. Methods: Sixty children (48% girls), 3rd to the 5th grade students of public elementary schools, were evaluated. Thirty (ten from each grade) who presented signs of reading and writing difficulties composed the Research Group. Thirty children, paired by age and school grade, classified by their teachers as good readers, composed the Control Group. All subjects read aloud two lists of isolated items (38 words and 29 pseudowords) and a text. The reading sessions were recorded and transcribed, and parameters and errors were analyzed. Results: Differences were found between the groups, and the Research Group had worse performances in all the studied variables. The following types of reading errors were more frequent in this group: non-compliance with the context-independent matching rule, omissions and additions, non-compliance with stress, complex errors, and refusals. Fluency rates and values were lower in the students with reading complaints, when compared to the good readers. Negative correlations were identified between reading fluency variables and the different types of errors, with different correlation values for each group, and showed that, in the present sample, the total number of errors decreased with school progression. Conclusion: The students with signs of reading and writing difficulties had worse reading fluency performance, and higher number of errors in all the grades studied. The correlations found evidenced the influence of the type of error on reading fluency, according to different patterns for each group. [ABSTRACT FROM AUTHOR]

Writing e-mails and commercial letters in English correctly it is a mandatory task in the professional everyday life of the executive secretary. This work has as an objective to offer an outlook on Commercial Correspondence in English, focusing notably on the commercial letters and e-mails. Some elements that give support to the good understanding of the reception of the text such as style, coherence; the usage of correct expressions as well as the strategic planning of the paragraphs will be highlighted in this project [ABSTRACT FROM AUTHOR]

Copyright of Contrapontos is the property of Universidade do Vale do Itajai and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: to compare performance of children with or without alterations in reading and writing skills acquisition in the Simplified Auditory Processing Test (SAPT) and the Pediatric Speech Intelligibility (PSI) tests. Methods: twenty-eight female and male children aged 8-12 took part in this study. The subjects did the Academic Achievement Test (TDE) in order to be placed in the study group or control group and, for the assessment of hearing abilities, they took the SAPT and the PSI tests. Results: no statistically significant association was found between performances in tests for hearing processing and the group with learning problems although alterations were observed in the study group more frequently than in the control group in all tests. In SAPT, the test which detected more alterations was the test for verbal Sequential Memory; however, the Nonverbal Sequential Memory test was the one which showed more differences between the groups. Conclusion: no statistically significant association between performances were found both by the HPSA and the PSI tests in children with or without alterations in reading and writing skills acquisition. [ABSTRACT FROM AUTHOR]

French Discourse Analysis in its latest phase guided this research. Teenagers under state care socio-historical process of subjectivation and psychoanalytic process of identifications are the object. Research data was composed by compositions written by these adolescents. Methodological procedures considered discourses production conditions, going cross their opacity; analyzing the not schooling writing activity economy was the main purpose. The results of the analysis performed have revealed that writing activities ethopoietic and sinthomatic potentiality, that is to say, potentiality of self construction by the written activity and access to unconscious formations which (d)enounce a certain knowledge about himself that the subject does not know. [ABSTRACT FROM AUTHOR]

This article analyzes, from a Discourse Analysis (DA) theoretical and methodological perspective, the ideological effects of displacement of meanings produced in media texts (Folha de São Paulo newspaper and Veja magazine between 1994 and 2003) about the Movimento dos Sem Terra (MST) actions. Despite using different discoursive ways, the texts revealed the same dubious initial discourse and ended by denigrating the MST. We understand that in this saying space, a way of narrating violence in the rural community was established, in which happenings are emphasized as actions by scoundrels and the conflict reasons - the market society and the latifundio agrarian structure - are silenced. [ABSTRACT FROM AUTHOR]

In this paper, I analyze a Unicamp college entrance exam composition by means of the notion of dialogism proposed by Bakhtin's Circle members. My aim is to show how this composition is able to point the language dialogic aspects. [ABSTRACT FROM AUTHOR]

The critic João Alexandre Barbosa, points in the work Agrestes (1981-1985), of the Brazilian poet João Cabral de Melo Neto, the presence of individualized death. Thus way, this study proposes to analyse the meanings of lyrism and first-person enunciations, in the work Agrestes, a trace gradually eliminated from Cabral's discursive field since his first work, Pedra do Sono (1940-1). These elements will clash with João Cabral's poetics, previously based on the selection of voices and artistic practices consistent with his compositional method, with rigorous sorting values and elimination of any subjectivism. To understand this inconsistency, we propose studying the last part of the work Agrestes, entitled "A indesejada das gentes", a place where the theme of death is recurrent, as well as the presence of enunciators to set out, even to reveal its feelings about aging and death. The analytical procedure should research the hypothesis of rupture of the inflexible tone of João Cabral's speech that would follow in respect to the poetic project, a reverse path, starting from objective poetry in the direction of subjective poetry. [ABSTRACT FROM AUTHOR]

The present text aims to present reflections on the translations which are included in Jorge Luis Borges and Italo Calvino's works. It identifies how these writers saw translations, as well as their possibilities and limits, in close relationship with other literary concepts which permeate their works. Even when their works about the theme are not systematical and it is not possible to talk about a "translation theory" in relation to these authors' works, their reflections on the translation process and the developments of the same in their fictional works, certainly produce echoes in criticism and literary theories. [ABSTRACT FROM AUTHOR]

Purpose: to evaluate the relationship between indicative signals of written difficulties and cadmic performance. Methods: twenty five children, students from the 3rd grade in the elementary education school of a public school in the metropolitan area of Campinas/SP took part in this study (12 boys), with age varying between 9 and 10. The tools used for evaluation were the scale of written difficulties (Lorenzini, 1993) and the test of school performance (Stein, 2003). Results: considering the group performance, it was verified that a great number of students had written academic (15/25) and arithmetic (10/25) difficulties. The children with indicative signals of written difficulties (6/25) had inferior performance in writing and arithmetic, when compared to the ones who did not have difficulties. However, this difference was not significant. Conclusion: we can conclude that in this group, it wasn't possible to correlate academic difficulty to writing difficulty, since it was that such academic difficulty was also identified among the children who did not have written difficulties. [ABSTRACT FROM AUTHOR]

This study's main aim is to investigate whether a professor and her students share beliefs as far as the correction of written compositions is concerned. Our specific aim is to characterize the relationships operating among two beliefs of this group of students: an old belief that making errors is embarrassing and should be avoided at all costs, and a possibly newly-acquired belief that the one-to-one correction of written assignments can be advantageous, as it allows the students to reflect upon their own mistakes. The first belief is inferred through linguistic cues which denote embarrassment and distancing, present in some negative politeness strategies, such as apologizing and impersonalization. The second belief, on the other hand, is not easily inferable, though conflicting linguistic cues in the students' speech might be signaling an ongoing change. [ABSTRACT FROM AUTHOR]

This paper is part of the results obtained in our dissertation, in which we aimed at analyzing how High Scholl teachers evaluate mechanisms of textual cohesion in the correction of written productions. Within this article, we will show what High School teachers point out as cohesion problems in written texts. The results have proved that teachers usually do not seem to be sure when dealing with cohesive mechanisms, being restricted to aspects of punctuation and/or accentuation or considering elements applied correctly as cohesion errors. [ABSTRACT FROM AUTHOR]

Sigmund Freud's correspondence with Wilhelm Fliess is a vast file for investigating the process of writing the book The Interpretation of Dreams. Through this registered epistle, Freud narrated daily the difficulties that he faced in the construction of psychoanalytic theory: the process of discovering the structure of neuroses drove him to the problems related to dream formation. The present article aims to follow the letters he wrote while writing chapter I "The Scientific Literature About the Problems of Dreams". Because of Fliess' demands, Freud assumed the arduous task of preparing this chapter that, ultimately, has revealed itself as a problem for readers. Our position is to demonstrate that chapter 1 is appropriate in revealing Freud as a reader in the demarcation of its theoretical field through the debates with the scientific and philosophical literature of his time. [ABSTRACT FROM AUTHOR]

The acquisition of reading and writing involves a host of skills such as the capacity to reflect on language, especially with relation to the sound structure that composes words. This ability is called phonological conscience. The literature has shown that phonological conscience is influenced by age, schooling and the experience the student has had with writing. This study aimed at comparing the performance on phonological tests in children of second, third and fourth degrees with poor performance in both reading and writing. For the gathering of data it was requested that teachers of an elementary school of Timburi-SP refer children with poor performance in both reading and writing for a speech and hearing evaluation. Then, it was excluded from the study children whom the teachers suspected of suffering from cognitive, behavioral and sensorial disorders. 25 schoolchildren of both sexes took part in the sample, whose ages ranged from 8 to 10 years old, 8 of whom attended the second degree, 8 the third and 9 the fourth. All the students participated in the phonological conscience tests, which were proposed by Capovilla e Capovilla (1998). The results showed that the third and fourth degree students presented better performance in skills such as rhyming, alliteration, syllabic and phonemic manipulation, phonemic synthesis and syllabic transposition than the ones attending the second degree. It was also observed that the skills involving syllabic conscience revalued a higher percentage accuracy than the ones involving reflexion on phonemes. [ABSTRACT FROM AUTHOR]

In this article, the author compares various theoretical and practical aspects of literacy policies in Great Britain and Brazil. He states that the National Literacy Strategy (NLS) in Great Britain uses autonomous literacy based on a culture free and skills-based approach. He also mentions Brazil uses ideological model of literacy policy which is based on the cultural comparison of social uses of reading and writing.

The article examines the relationship of lexical, syntactic and semantic elements with school literacy in the creation of titles for etiological writings of literate students. It emphasizes on importance the co-enunciative process that studies linguistic material which was taken from the work with the Science textbook.

The article focuses on a study which examines the literacy policies provided by the Ministry of Education for children education from the period 2003 to 2012. The study concluded that the guidelines for the teaching of written language are still suffering from cultural deprivation. According to the study, guidelines for written language include Nine-year Elementary School and The six-year-old, written language and nine years of basic education.

The article discusses the use of graphemes as historical units in the construction of speech. It analyses the components of written language, based on data created by a six-year-old child in a discursive situation. It also revealed the diversity of reference sources for letter selection by the child, according to its function in the composition of the word.