Questão 66772

An PORTUGUÊS-INGLÊS for Academic Purposes (EAP) instructor at a university is working with graduate students from various disciplines (e.g., engineering, sociology, biology). She observes that despite their high general PORTUGUÊS-INGLÊS proficiency, these students struggle with the specific literacy processes required for academic writing in their fields. An engineering student, for example, writes lab reports that are narrative and personal, while a sociology student's essays lack the conventional rhetorical structure expected in that discipline. The instructor realizes that a 'one-size-fits-all' approach to academic writing is failing. She needs to adopt a pedagogy that recognizes the situated nature of academic literacies. She draws from a theoretical framework that views academic literacy not as a universal, transferable skill, but as a set of diverse social practices. A key text she uses states: 'To be academically literate is to be able to successfully operate within the epistemological and rhetorical conventions of a specific discourse community. The 'literacy' of a physicist is different from that of a historian. EAP pedagogy should therefore be less about teaching a generic 'academic PORTUGUÊS-INGLÊS' and more about helping students to 'crack the code' of their own disciplinary communities.'

Given this 'academic literacies' perspective, which of the following pedagogical interventions would be the least effective in addressing the students' needs?