Questão 66798 de Língua Inglesa - PERFIL 2025

Questão

ID 66798

Disciplina: Língua Inglesa

Assunto: Interpretação de Texto | Text Interpretation

Ano: 2025 Banca: PERFIL - ENADE Órgão: Primeiro Simulado Pnd

A university instructor teaching a course on 'Digital Genres' wants her students to conduct a detailed analysis of a contemporary discursive and textual genre: the 'reaction video'. She notes that while students consume this genre voraciously, they rarely analyze its complex rhetorical and semiotic structure. A reaction video is not simply a recording of someone watching something; it is a highly conventionalized performance genre. The creator performs surprise, shock, or delight; they pause the source video to provide commentary; they build a parasocial relationship with their audience; and they operate within the technical and algorithmic constraints of platforms like YouTube and Twitch. The instructor's goal is to apply principles from genre analysis (e.g., Swales' model of 'moves' in academic articles) to this popular digital genre. The theoretical framework for the assignment is that all genres, from the lab report to the reaction video, have a 'schematic structure'—a predictable sequence of functional stages or 'moves' that members of a discourse community expect. The instructor wants the students to identify these moves in a corpus of reaction videos they will compile. The ultimate goal is to demonstrate that even seemingly spontaneous digital genres have a sophisticated, underlying rhetorical structure.

Which of the following tasks would be the most effective way to guide students in a structural and functional analysis of the reaction video genre?

Alternativa A:
Ask students to simply create their own reaction video, assuming that the act of production will automatically lead to analytical insight.
Alternativa B:
Have students watch several reaction videos from the same creator and write a psychological profile of them, focusing on their personality rather than the genre's structure.
Alternativa C:
Ask students to focus only on the original video being reacted to, and write a review of it, ignoring the 'reaction' part of the genre.
Alternativa D:
Guide students to collaboratively develop a 'coding scheme' for the genre. This would involve them watching several videos and identifying recurrent 'moves', such as: 1. Introduction (presenting the video to be watched); 2. Real-time non-verbal reaction (facial expressions, gestures); 3. Pause and commentary (providing analysis, jokes, or personal stories); 4. Final summary/verdict; 5. Call to action (asking for likes, subscribes, etc.). They would then use this scheme to analyze a new video, mapping its structure.
Alternativa E:
Have the students debate whether reaction videos are a legitimate form of entertainment or a lazy, uncreative content format.

Estatísticas Cadernos

Questão 66798

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