A Escritura do resumo na biologia: uma revisão bibliográfica
Resumo
Devido ao seu papel fundamental na disseminação do conhecimento na academia, o resumo tem sido estudado quanto a aspectos como sua realização léxico-gramatical e organização retórica. No entanto, a ordenação desses achados não foi feita a partir da visão disciplinar da biologia. O presente estudo pretende contribuir com informações sobre a redação do resumo na disciplina de biologia. Em particular, em relação à organização retórica do gênero discursivo, o posicionamento do autor e as relações de coerência. Para tanto, apresenta uma articulação dos resultados de vários estudos empíricos. Como resultado desta revisão bibliográfica, é apresentada uma síntese das características desse gênero na biologia, dentre as quais destacam-se os movimentos obrigatórios de “método” e “produto”, sua escrita frequente na primeira pessoa do plural e o uso de cláusulas subordinado para expressar avaliações subjetivas do autor. Espera-se que esta síntese seja uma contribuição didática para a alfabetização disciplinar.Palavras-chave
discurso acadêmico, organização retórica, resumo, variação disciplinar
Referências
- Bhatia, V. (1993). Analyzing genre. Language use in professional settings. Harlow: Longman.
- Bhatia, V. (2002). A generic view of academic discourse. En Flowerdew, J. (Ed.), Academic discourse. London: Longman. 21-39.
- Bhatia, V. y Bremner, S. (eds.). 2014. The Routledge handbook of language and professional communication. New York: Routledge. DOI: https://doi.org/10.4324/9781315851686
- Biber, D. (2006). Stance in spoken and written university registers. Journal of English for Academic Purposes, 5(2), 97–116. DOI: https://doi.org/10.1016/j.jeap.2006.05.001
- Bondi, M. (2004). The discourse function of academic connectors in abstracts. En K. Aijmer y A. Stenström (Eds) Discourse Patterns in Spoken and Written Corpora (pp. 139-156). Amsterdam: Benjamins. DOI: https://doi.org/10.1075/pbns.120.10bon
- Bondi, M. (2014). Changing voices: Authorial voice in abstracts. En M. Bondi y R. LorésSanz (eds.), Abstracts in academic discourse: Variation and change, (pp. 243-270). Bern: Peter Lang.
- Bondi, M. y Lorés-Sanz, R. (eds.). (2014). Abstracts in academic discourse: Variation and change. Bern: Peter Lang. DOI: https://doi.org/10.3726/978-3-0351-0701-2
- Busch-Lauer, I. (2014). Abstracts: Cross-linguistic, disciplinary and intercultural perspectives. En M. Bondi y R. Lorés-Sanz (eds.), Abstracts in academic discourse: Variation and change, (pp. 43-64). Bern: Peter Lang.
- Castelló, M., Corcelles, M., Iñesta, A., Bañales, G. y Vega, N. (2011). La voz del autor en la escritura académica: Una propuesta para su análisis. Revista Signos, 44 (76), 105-117. DOI: https://doi.org/10.4067/S0718-09342011000200001
- Diani, G. (2014). On English and Italian research article abstracts: Genre variation across cultures. En M. Bondi y R. Lorés-Sanz (eds.), Abstracts in academic discourse:Variation and change, (pp. 65-84). Bern: Peter Lang.
- Dos Santos, M. (1996). The textual organization of research paper abstracts in applied linguistics. Text & Talk, 16(4), 481-499. DOI: https://doi.org/10.1515/text.1.1996.16.4.481
- Flowerdew, J. (2001). Attitudes of journal editors to nonnative speaker contributions. TESOL Quarterly, 35(1), 121–50. DOI: https://doi.org/10.2307/3587862
- Flowerdew, J. (2015). John Swales’s approach to pedagogy in genre analysis: A perspective from 25 years on. Journal of English for Academic Purposes, 19, 102-112. DOI: https://doi.org/10.1016/j.jeap.2015.02.003
- Harwood, N. (2005). What do we want EAP teaching materials for? Journal of English for Academic Purposes, 4(2), 149–61. DOI: https://doi.org/10.1016/j.jeap.2004.07.008
- Huckin, T. (2001). Abstracting from abstracts. En M. Hewings (ed.), Academic writing in context: Implications and applications. London: Continuum.
- Hunston, S. y Thompson, G. (eds). Evaluation in text: Authorial stance and the construction of discourse. Oxford: Oxford University Press.
- Hyland, K. (2000). Disciplinary discourse: Social interactions in academic writing. London: Longman.
- Hyland, K. (2005). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173-192. DOI: https://doi.org/10.1177/1461445605050365
- Hyland, K. (2010). Constructing proximity: Relating to readers in popular and professional science. Journal of English for Academic Purposes, 9, 116-127. DOI: https://doi.org/10.1016/j.jeap.2010.02.003
- Hyland, K. (2012a). Disciplinary Identities. Cambridge: Cambridge University Press.
- Hyland, K. (2012b). Undergraduate understandings: Stance and voice in final year reports. En K. Hyland y C. Sancho Guinda, Stance and voice in academic writing (pp. 134-150). London: Palgrave-MacMillan. DOI: https://doi.org/10.1057/9781137030825_9
- Hyland, K. (2015). Genre, discipline and identity. Journal of English for Academic Purposes, 19, 32-43. DOI: https://doi.org/10.1016/j.jeap.2015.02.005
- Hyland, K. (2016). Writing with attitude: Conveying a stance in academic texts. En E. Hinkel Teaching English grammar to speakers of other languages (pp. 246-265). London: Routledge.
- Hyland, K. y Tse, P. (2005). Evaluating that constructions: Signalling stance in research abstracts. Functions of Language, 12(1), 39-64. DOI: https://doi.org/10.1075/fol.12.1.03hyl
- Hyland, K. y Sancho Guinda, C. (2012). Stance and voice in academic writing. London: Palgrave-MacMillan. DOI: https://doi.org/10.1057/9781137030825
- Ibáñez, R., Moncada, F., & Santana, A. (2015a). Organización retórica y relaciones de coherencia en el abstract de biología. Estudios Filológicos, 56, 51–84. DOI: https://doi.org/10.4067/S0071-17132015000200004
- Ibáñez, R., Moncada, F., & Santana, A. (2015b). Variación disciplinar en el discurso académico de la Biología y del Derecho: un estudio a partir de las relaciones de coherencia. Onomázein Revista de Lingüística, Filología Y Traducción, (32), 101–131. DOI: https://doi.org/10.7764/onomazein.32.6
- Ibáñez, R. y Moncada, F. (2017). El resumen de artículos de investigación científica: Variación disciplinar a nivel local y global. Spanish in context, 14(2), 273-309. DOI: https://doi.org/10.1075/sic.14.2.06iba
- Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English for Specific Purposes, 24(3), 269–292. DOI: https://doi.org/10.1016/j.esp.2004.08.003
- Lorés-Sanz, R. (2004). On RA abstracts: From rhetorical structure to thematic organisation. English for Specific Purposes, 23(3), 280–302. DOI: https://doi.org/10.1016/j.esp.2003.06.001
- Lorés-Sanz, R. (2006). “I will argue that”: first person pronouns as metadiscoursal devices in research article abstracts in English and Spanish. ESP across Cultures, 3, 23–40.
- Lorés-Sanz, R. (2008). Authorial visibility in research article and research article abstracts: the intergeneric perspective. En S. Burgess y P. Martín-Martín (eds.). English as an additional language in research publication and communication (pp. 105-122). Bern: Peter Lang.
- Lorés-Sanz, R. (2016). When the local becomes international: The lexicogrammar of rhetorical moves in English and Spanish Sociology abstracts. Languages in Contrast, 16(1), 133–158. DOI: https://doi.org/10.1075/lic.16.1.06lor
- Martin, J. R. y Rose, D. (2007). Working with Discourse: Meaning beyond the Clause (2a ed.). London/New York: Continuum.
- Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. London: Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230511910
- Martı́n-Martı́n, P. (2002). A genre-based investigation of abstract writing in English and Spanish. Revista Canaria de Estudios Ingleses, 47–64.
- Martín-Martín, P. (2003). A genre analysis of English and Spanish research paper abstracts in experimental social sciences. English for Specific Purposes, 22, 25–43. DOI: https://doi.org/10.1016/S0889-4906(01)00033-3
- Melander, B., Swales, J. y Fredrickson, K. (1997). Journal abstracts from three academic fields in the United States and Sweden: National or disciplinary proclivities? En A. Duszak (ed.), Intellectual styles and cross-cultural communication (pp. 251-272). Berlin, Germany: Mouton de Gruyter.
- Meza, P. (2016). El posicionamiento estratégico del autor en Artículos de Investigación: una propuesta para su estudio. Forma y Función, 29(2), 111-134. DOI: https://doi.org/10.15446/fyf.v29n2.60191
- Mur Dueñas, P. (2007). “I/we focus on...”: A cross-cultural analysis of self-mentions in business management research articles. Journal of English for Academic Purposes, 6(2), 143–162. DOI: https://doi.org/10.1016/j.jeap.2007.05.002
- Okamura, A. y Shaw, P. (2014). Development of academic journal abstracts in relation to the demands of stakeholders. En M. Bondi y R. Lorés-Sanz (eds.), Abstracts in academic discourse:Variation and change, (pp. 287-318). Bern: Peter Lang.
- Parodi, G. (2007). El discurso especializado escrito en el ámbito universitario y profesional: Constitución de un corpus de estudio. Revista Signos, 40(63), 147-178. DOI: https://doi.org/10.4067/S0718-09342007000100008
- Parodi, G. (ed.) (2008). Géneros Académicos y Géneros Profesionales: Accesos Discursivos para Saber y Hacer. Valparaíso: Ediciones Universitarias de Valparaíso.
- Parodi, G., Boudon, E. y Julio, C. (2014). La organización retórica del género Manual de Economía: Un discurso en tránsito disciplinar. RLA, 52(2), 133–163. DOI: https://doi.org/10.4067/S0718-48832014000200007
- Parodi, G. y Julio, C. (2017). More than words: contending semiotic systems and the role of disciplinary knowledge in specialized text comprehension. Ibérica, 33, 11-36.
- Pho, P. (2008). Research article abstracts in Applied Linguistics and Educational Technology: A study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies, 10(2), 231-250. DOI: https://doi.org/10.1177/1461445607087010
- Pho, P. (2013). Authorial stance in research articles: Examples from applied linguistics and education technology. New York: Palgrave MacMillan. DOI: https://doi.org/10.1057/9781137032782
- Piqué-Noguera, C., & Camaño-Puig, R. (2015). El resumen del artículo de investigación: Análisis del género en un corpus de textos de Enfermería. Revista Signos, 48(87), 77–94. DOI: https://doi.org/10.4067/S0718-09342015000100004
- Renkema, J. (2009). The texture of discourse. Amsterdam: Benjamins. DOI: https://doi.org/10.1075/z.151
- Sabaj, O. (2009). Descubriendo algunos problemas en la redacción de Artículos de Investigación Científica (AIC) de alumnos de postgrado. Revista Signos, 42(69), 107–127.
- Samraj, B. (2002). Disciplinary variation in abstracts: The case of wildlife behavior and conservation biology. En J. Flowerdew (ed.), Academic discourse (pp. 40-56). London: Pearson.
- Samraj, B. (2005). An Exploration of a Genre Set: Research article abstracts and in two disciplines. English for Specific Purposes, 24(2), 141-156. DOI: https://doi.org/10.1016/j.esp.2002.10.001
- Sanders, T., Spooren, W. y Noordman, L. (1992). Toward a taxonomy of coherence relations. Discourse Processes 15, 1-36. DOI: https://doi.org/10.1080/01638539209544800
- Sanders, T y Spooren, W. (2001). Text representation as an interface between language and its users. En Sanders, Ted, Joost Schilperoord y Wilbert Spooren (eds.), Text representation: Psycholinguistic aspects (pp. 1-26). Benjamins: Amsterdam. DOI: https://doi.org/10.1075/hcp.8.02san
- Spooren, W. y Sanders, T. (2008). The acquisition of coherence relations: On cognitive complexity in discourse. Journal of Pragmatics, 40(12), 2003-2026. DOI: https://doi.org/10.1016/j.pragma.2008.04.021
- Swales, J. y Feak, C. (2010). From text to task: putting research on abstracts to work. En M. Ruiz-Garrido, J. Palmer-Silveira e I. Fortanet-Gómez (eds.), English for professional and academic purposes, (pp. 167-180). Amsterdam-New York: Rodopi.
- Tardy, C. y Jwa, S. (2016). Composition studies and EAP. En K. Hyland y P. Shaw (eds.), The Routledge handbook of English for academic purposes (pp. 56-68). New York: Routledge.
- Thompson, G. y Zhou, J. (2000). Evaluation and organization in text: The structuring role of evaluative disjuncts. En S. Hunston y G. Thompson (eds.), Evaluation in text: authorial stance and the construction of discourse (121-141). Oxford: Oxford University Press.
- Tse, P. y Hyland, K. (2006). Gender and Discipline: Exploring Metadiscourse Variation in Academic Book Reviews. En K. Hyland y M. Bondi (eds.) Academic Discourse across Disciplines (pp. 177-202). Bern: Peter Lang. DOI: https://doi.org/10.3726/978-3-0351-0446-2
- Tse, P. y Hyland, K. (2008). Robot Kung Fu: Gender and Professional Identity in Biology and Philosophy Reviews. Journal of Pragmatics, 40, 1232-1248. DOI: https://doi.org/10.1016/j.pragma.2007.02.002
- Tseng, F. (2011). Analysis of move structure and verb tense of research article abstracts in applied linguistics journals. International Journal of English Linguistics, 1(2), 27-39. DOI: https://doi.org/10.5539/ijel.v1n2p27
- Valderrama, J. 2005. Principales aspectos sobre la preparación de un artículo para ser publicado en una revista internacional de corriente principal. Información Tecnológica,16(2). DOI: https://doi.org/10.4067/S0718-07642005000200002
- Van Bonn, S. y Swales, J. 2007. English and French journal abstracts in the language sciences: Three exploratory studies. Journal of English for Academic Purposes, 6(2), 93-108. DOI: https://doi.org/10.1016/j.jeap.2007.04.001
- Ventola, E. (1997). Abstracts as an object of linguistic study. En F. Danes, E. Havlova & S. Cmejrkova (eds.), Writing vs. speaking: Language, text, discourse, communication (pp. 333-352). Proceedings of the Conference held at the Czech Language. Tübingen: Günter Narr.
- Weissberg, R. & Buker, S. (1990). Writing up research. Experimental research report writing for students of English. Englewood Cliffs, NJ: Prentice Hall Regents.
Downloads
Não há dados estatísticos.