Questão 66757

In a teacher training session focused on developing advanced writing skills, the facilitator presents two versions of a student's response to the question: 'Discuss the main causes of urban pollution.'

Text 1: 'Cars cause pollution. Factories cause pollution. People throw trash on the streets. This is bad for the environment. The government needs to make new laws. People should also be more conscious.'

Text 2: 'A primary contributor to urban pollution is the proliferation of private vehicles, which emit significant amounts of greenhouse gases. Furthermore, industrial emissions from factories located in or near metropolitan areas exacerbate the problem. A third, often overlooked, factor is the issue of improper waste disposal. Consequently, these elements combine to create a hazardous environment, demanding urgent action from both governmental bodies, through stricter regulations, and the citizenry, through a heightened sense of collective responsibility.'

The facilitator's goal is to move the trainee-teachers beyond a simplistic 'right/wrong' grammar correction and toward a deeper analysis of the pragmatic-discursive, morphosyntactic, and lexico-grammatical features that differentiate the two texts. The session is framed by a key concept from text linguistics: 'Textual competence involves more than sentential well-formedness. It is the ability to strategically deploy a range of linguistic resources to create texture (cohesion) and to structure information in a way that is coherent and appropriate to the genre and communicative purpose. This includes sophisticated use of conjunctions, lexical variation, and thematic development.'

Analyze the following statements comparing the two texts from this linguistic perspective:

I. Text 2 demonstrates greater lexical density and sophistication through the use of terms like 'proliferation,' 'emissions,' and 'citizenry' instead of the repetitive and basic vocabulary in Text 1.
II. While Text 1 relies on simple sentence structures and coordination ('and'), Text 2 uses more complex morphosyntactic resources, including nominalization ('proliferation' instead of 'many cars') and subordination, to create a more integrated and academic style.
III. Text 2 displays a more effective use of pragmatic-discursive features for cohesion. It uses explicit logical connectors ('Furthermore,' 'Consequently') and organizes the information in a clear, enumerated structure ('A primary contributor...', 'A third factor...'), guiding the reader through the argument more effectively than the list-like structure of Text 1.

Which of the statements accurately describe the linguistic differences that contribute to Text 2's greater effectiveness?