Strategies for Reading and Writing in Learning

Objectives

a) Understand the relevance of reading and writing scientific texts in the training of educators and teachers.

b) Develop reading skills, by deepening one’s knowledge on strategies to search record and process scientific texts, in a selective, critical and ethical perspective.

c) Develop skills for planning, drafting and reviewing academic and scientific texts, reaching for linguistic correctness and discursive appropriateness to communicative situations and intentions

Program

I - Communication skills and teacher training and development
a) Academic writing and critical literacy
b) Scientific reading and pedagogical action
II – Reading scientific texts
a) Definition of scientific text
b) Functions, goals and language in scientific texts
c) Strategies to search for scientific texts
d) From literal to critical understanding in reading: how to handle sources (summary, quotation, reference and
plagiarism)
III- Writing academic and scientific texts
a) types of academic and scientific texts and its communicative purposes
b) The organization of academic and scientific texts
c) Writing scientific texts
d) Issues on language

Teaching Methodologies

The lessons are mostly based on a theoretical-practical work, supported by some lectures on concepts and principles. Along the CU students will be asked to perform various reading and writing tasks, using various kinds of documents, with different communicative intentions, in a process of anticipation, evaluation and improvement of the own reading and writing strategies, using specific reading and writing strategies and instruments (conceptual schemes, guidelines, checklists), to plan and revise texts. Similarly, they will be invited to reflect on how they can act didactically in their primary school classrooms in order to further develop their own students’ reading and writing skills. Assessment will be based on: a) oral interaction in classes and personal attitudes - 10%); writing an abstract or synthesis - 30%; c) planning an argumentative/expository text on a topic of their choice or a research paper - 30%; d) quality of the expository/argumentative text/paper - 30%.

Bibliography

Clarke, R. (2006). Plagiarism by Academics: More Complex Than It Seems. Journal of the Association for
Information Systems, Vol. 7, 1, Article 5.
Coutinho, M. A. (1999). Texto(s) e competência textual. Lisboa: FCSH/ Univ. Nova de Lisboa.
Flower, L. (1989) – Negotiating academic discourse. Reading-to-Write Report 10. Pittsburgh: Carnegie Mellon
Univ./Center for the Study of Writing.
Kleiman, A. (2002). Oficina de leitura: teoria e prática. Campinas: Pontes.
Pereira, M. L. A. (2001). Para uma didáctica textual. Tipos de texto/ tipos de discurso e ensino do Português (Vol. 1).
Aveiro: Univ. de Aveiro.
Rei, J. E. (1994). A escrita: seu aperfeiçoamento na Universidade. Porto: Univ. Fernando Pessoa.