Questão
ID 67148Disciplina: Língua Inglesa
Assuntos: Coesão e Coerência | Cohesion And Coherence, Substituição de Palavras e Reescrita de Frases | Word Substitution And Sentence Rewriting
Ano: 2025 Banca: PERFIL - ENADE Órgão: Quarto Simulado Pnd
An advanced EAP (English for Academic Purposes) writing instructor is focusing on the pragmatic-discursive features of persuasive writing. Her students, who are preparing for graduate studies in the humanities, are proficient in grammar but struggle to craft a compelling authorial voice. Their writing tends to be a dry summary of sources, lacking a clear argumentative stance. The instructor decides to focus on a subtle but crucial aspect of academic persuasion: the management of intertextuality, specifically, the choice of reporting verbs (e.g., 'Smith states...', 'Smith argues...', 'Smith claims...', 'Smith suggests...', 'Smith refutes...'). She wants to show them that these verbs are not neutral synonyms, but powerful tools for positioning the cited author and, consequently, themselves. Her theoretical basis is that academic writing is a dialogue. She explains: 'Your choice of a reporting verb is a meta-discursive act. It signals to your reader how you interpret the source author's stance and how you intend to position your own argument in relation to it. Are you presenting the source as a neutral provider of facts ('states'), as a fellow arguer ('argues'), as a tentative speculator ('suggests'), or as an opponent to be challenged ('claims', 'alleges')? This is a key site of authorial voice construction.'
To assess her students' understanding, she gives them a sentence from a source text ('The data indicates a correlation...') and asks them to integrate it into their own paragraph using different reporting verbs. Which of the following student productions demonstrates the most sophisticated control over the pragmatic-discursive function of reporting verbs?