Andr Aparecido de Medeiros

About the genres

It is impossible to communicate with words without using a textual genre, as

well as with a text (MARCUSCHI p. 154);
When we dominate a textual genre, we do not dominate a linguist form, but a
way of achiving specific linguistic goals in particular social situations
(MARCUSCHI p.154);
Bahktin primary and secondary (literature) discursive genres;
Discursive genres help students to develop autonomy in the process of reading
and writing (LOPES-ROSSI, 2011);
Text types: linguistic nature of the text. E.g. Narration, argumentation,
exposition( MARCUSCHI p.154-5);
Textual genres: the text materialized in common communicative situations;
Discursive domain: where the text belongs and works (MARCUSCHI p.155);
We cannot work the genres without considering the social context/reality and
its relation to the human activities (MARCUSCHI p. 155);
Genres can be divided in: a) authorial genres, b) routine genres and c)
conversational genres (MARCUSCHI p.160);
The use of the genres in the Didactic books does not change them, although it
gives them a different functionality (MARCUSCHI p.170);
Genre vs support (MARCUSCHI)
The activities of reading must lead the students to the understanding of the genre
composition/features: social function, intentions, main aspects (LOPES-ROSSI,
2011);
Steps: Reading in order to understand the main features of the genre, planning
the production, first text, revising the first text, rewriting (second version),
revising again, final production and the publishing or spreading of the text
(LOPES-ROSSI, 2011);
A good method to work with the reading followed by the writing using
discursive genres is the didactic sequences (LOPES-ROSSI, 2011);

Reading

Reading must have a purpose; (NUTTALL p.3)

When you read, you want to get something from the writing (NUTTALL p.3)
Reading for authentic reasons not for the language, but for the content.
Implies interest from the student and a high motivation;
Students dont usually have a purpose for reading in EFL classes, except
learning the language, so their motivation is low
So the problem is the lack of motivation
Texts may become difficult because of the lack of familiarity with the code,
lack previous knowledge, density of the content or limited vocabulary;
(NUTTALL p.6);
The process of reading should be an interactive one;
Use of pre reading, while reading, and post reading strategies (Brown)

Writing

Teachers must help to construct strategies for writing, give time to (re)write,
give feedback during the process
Guide to the use of techniques in the pre-writing process, as brainstorming,
listing, clustering, freewriting and discussions.