Questão 66570

An experienced English teacher is working with an advanced (C1 level) class of adult learners preparing for an academic proficiency exam. The teacher notices that while the students have a wide vocabulary and a good grasp of complex grammatical structures, their writing often lacks cohesion and coherence. They struggle with using pragmatic-discursive features effectively, resulting in texts that feel like a list of well-formed sentences rather than a unified, persuasive argument. For instance, a student might write: 'Climate change is a big problem. The ice caps are melting. Many animals are losing their habitats. Governments should do something.' The sentences are grammatically correct, but the text lacks flow and sophisticated argumentation. To address this, the teacher plans a lesson focusing on pragmatic-discursive, morphosyntactic, and lexico-grammatical features in text production. The teacher draws on Systemic Functional Linguistics (SFL), which posits that language is a resource for making meaning and that grammatical choices are functional. An SFL-inspired text states: 'Cohesion is not merely about sprinkling transition words like 'however' or 'therefore'. It involves a complex interplay of lexico-grammatical resources, including reference (e.g., pronouns, demonstratives), conjunction, lexical cohesion (e.g., repetition, synonyms, collocations), and the thematic structure of clauses (Theme/Rheme), all of which guide the reader through the text's logical development.' The teacher wants to create an activity that helps students move beyond simply adding connectors to their writing.

Which of the following interventions is most aligned with a functional, text-oriented approach to improving writing production?