Cultural Features in the Writing of the Review Genre in Portuguese and Spanish: A Contrastive Analysis
This article is an excerpt from my master's thesis defended in 2021, which focused on the rhetorical organization of the review genre in foreign languages. In Brazil, studies emphasizing textual genres within the fields of Language Sciences and Linguistics have grown, and with them, different a...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Associação Brasileira de Linguística (ABRALIN) |
| Repositorio: | Cadernos de Linguística |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/441 |
| Acceso en línea: | https://cadernos.abralin.org/index.php/cadernos/article/view/441 |
| Access Level: | acceso abierto |
| Palabra clave: | Retórica contrastiva Gêneros textuais Resenha Contrastive Rhetoric Textual Genres Review |
| Sumario: | This article is an excerpt from my master's thesis defended in 2021, which focused on the rhetorical organization of the review genre in foreign languages. In Brazil, studies emphasizing textual genres within the fields of Language Sciences and Linguistics have grown, and with them, different approaches to analyzing texts in genre studies have also evolved, including the contrastive perspective that examines the similarities and differences in texts. The contrastive analysis of the rhetorical organization of the review genre written in Portuguese and Spanish was based on a corpus of 40 academic reviews, written by Brazilian students (students of Spanish as a foreign language (LE)) and Argentine students (students of Portuguese as LE) from the third year of high school, analyzed using the rhetorical organization model of reviews presented by Bezerra (2001), which is inspired by the "Creating a Research Space" (CARS) model (SWALES, 1990). The findings show that there are both similarities and differences in the writing of texts in Portuguese and Spanish as LE, as well as specific cultural features. We conclude that this research can contribute to a more comprehensive understanding of the rhetorical organization of the review genre and the writing practices of Basic Education students in Latin American countries. |
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