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Academic writing: The 3 Cs and Authorial Voice

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In this module, students learn about key elements of coherence, cohesion and clarity. Moreover, awareness is raised surrounding use of authorial voice, and how it is developed.

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Academic writing: The 3 Cs and Authorial Voice

  1. 1. The “3 Cs” and authorial voice Prof. Dr. Ron Martinez PRPPG7000 - Academic Writing in English
  2. 2. Syllabus outline • 15/08 - Introduction • 22/08 - IMRaD, Most common errors, electronic tools • 29/08 - Strategic planning for your article: CARS and other approaches • 05/09 - Title, Abstract e Introduction • 12/09 - Writing your Introduction • 19/09 - Coherence, cohesion and clarity, and use of authorial voice • 26/09 - (Introduction due) The Results section • 03/10- The Discussion section • 10/10 - Discussing and Concluding • 17/10 - Writing (no class) • 24/10 - Students exchange articles (no class) • 31/10 - (peer feedback due) Plagiarism, the submission process • 07/11 - Special guest speaker on journal trends
  3. 3. Today... • review Homework + the “3 Cs” • “authorial voice” • connectives • brief note about the Method section • information about your Midterm Evaluation (the Introduction)
  4. 4. In biology we have a lot of data to analyze and bioinformatics has emerged to aid in the analysis of large amounts of data. Some of the forms used today are graphical representations of biological networks, so it is possible to make a more efficient analysis of certain data. Many tools have already been produced in order to provide better visualization and understanding of the data. Many who enter bioinformatics have only one side of training, biology or computer science, this leads to a larger learning curve most of the time and although there are several software to aid in research and analysis, people do not always know the which is better or which is going to fit your research better, and sometimes do not even know if using the software will help something in your research. A comparison between the existing software will be done demonstrating the ups and downs of each software and the best application for each one, verifying the attributes such as speed, complexity, accuracy, ergonomics, among others. The interfaces will also be analyzed, how the interaction between the software and the user and what are the purposes of each software. Mainly the plotted networks and the results given by each software will be analyzed, showing what each one shows or does not show and its best application.
  5. 5. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  6. 6. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  7. 7. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  8. 8. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  9. 9. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  10. 10. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  11. 11. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  12. 12. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  13. 13. From Alessandra Schneider Once upon a time, there were three little pigs that needed to build a home because there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, as the third house was made of bricks, it was impossible to blow it down.
  14. 14. From Alessandra Once upon a time, there were three little pigs that needed to build a home because there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, as the third house was made of bricks, it was impossible to blow it down.
  15. 15. From Alessandra Once upon a time, there were three little pigs ______ needed to build a home _______ there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, as the third house was made of bricks, it was impossible to blow it down.
  16. 16. From Alessandra Once upon a time, there were three little pigs that needed to build a home because there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, as the third house was made of bricks, it was impossible to blow it down.
  17. 17. From Alessandra Once upon a time, there were three little pigs that needed to build a home because there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, as the third house was made of bricks, it was impossible to blow it down.
  18. 18. From Alessandra Once upon a time, there were three little pigs that needed to build a home because there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, as the third house was made of bricks, it was impossible to blow it down.
  19. 19. From Alessandra Once upon a time, there were three little pigs that needed to build a home because there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, ______ the third house was made of bricks, it was impossible to blow it down.
  20. 20. From Alessandra Once upon a time, there were three little pigs that needed to build a home because there was a wolf nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig took longer to build his house and made it of bricks, a stronger material. A hungry wolf came to eat the pigs, whose hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. But, as the third house was made of bricks, it was impossible to blow it down.
  21. 21. From Alessandra Gosch There were three little pigs that needed to build a home to hide from a wolf that was nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig built a house made of bricks. The hungry wolf came to eat the pigs. All three pigs hid inside their homes. As the first house was made of straw, the wolf easily blew it down. It took longer to blow down the second house, but the wolf did it. The third house, however, was made of bricks, so it was impossible to blow down.
  22. 22. From Alessandra Gosch There were three little pigs that needed to build a home _____ hide from a wolf that was nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig built a house made of bricks. The hungry wolf came to eat the pigs. All three pigs hid inside their homes. As the first house was made of straw, the wolf easily blew it down. It took longer to blow down the second house, but the wolf did it. The third house, however, was made of bricks, so it was impossible to blow down.
  23. 23. From Alessandra Gosch There were three little pigs that needed to build a home to hide from a wolf that was nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig built a house made of bricks. The hungry wolf came to eat the pigs. All three pigs hid inside their homes. As the first house was made of straw, the wolf easily blew it down. It took longer to blow down the second house, but the wolf did it. The third house, however, was made of bricks, so it was impossible to blow down.
  24. 24. From Alessandra Gosch There were three little pigs that needed to build a home to hide from a wolf that was nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig built a house made of bricks. The hungry wolf came to eat the pigs. All three pigs hid inside their homes. As the first house was made of straw, the wolf easily blew it down. It took longer to blow down the second house, but the wolf did it. The third house, however, was made of bricks, so it was impossible to blow down.
  25. 25. From Alessandra Gosch There were three little pigs that needed to build a home to hide from a wolf that was nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig built a house made of bricks. The hungry wolf came to eat the pigs. All three pigs hid inside their homes. As the first house was made of straw, the wolf easily blew it down. It took longer to blow down the second house, but the wolf did it. The third house, _______, was made of bricks, _____ it was impossible to blow down.
  26. 26. From Alessandra Gosch There were three little pigs that needed to build a home to hide from a wolf that was nearby. The first pig decided to build a house of straw. The second built a house of sticks. The third pig built a house made of bricks. The hungry wolf came to eat the pigs. All three pigs hid inside their homes. As the first house was made of straw, the wolf easily blew it down. It took longer to blow down the second house, but the wolf did it. The third house, however, was made of bricks, so it was impossible to blow down.
  27. 27. The 3 “Cs” Coherence Cohesion Clarity
  28. 28. The 3 “Cs” Coherence - Does one idea logically connect to the previous and subsequent one(s)? Cohesion Clarity
  29. 29. The 3 “Cs” Coherence - Does one idea logically connect to the previous and subsequent one(s)? Cohesion - The words used to connect (e.g. ‘so’, ‘however’) Clarity
  30. 30. The 3 “Cs” Coherence - Does one idea logically connect to the previous and subsequent one(s)? Cohesion - The words used to connect (e.g. ‘so’, ‘however’) Clarity - Is there insufficient or extraneous information?
  31. 31. I live in Curitiba., where it rains a lot. I have many umbrellas.
  32. 32. A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981). É encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004). Ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). A peroba rosa apresenta madeira de excelente qualidade, amplamente utilizada na construção civil, naval, carpintaria, indústria de móveis e reflorestamentos. Em função do seu alto valor comercial, a espécie corre perigo de extinção e encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004). Também foi enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995).
  33. 33. A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981). É encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004). Ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). A peroba rosa apresenta madeira de excelente qualidade, amplamente utilizada na construção civil, naval, carpintaria, indústria de móveis e reflorestamentos. Em função do seu alto valor comercial, a espécie corre perigo de extinção e encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004). Também foi enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995).
  34. 34. A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981). É encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004). Ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). A peroba rosa apresenta madeira de excelente qualidade, amplamente utilizada na construção civil, naval, carpintaria, indústria de móveis e reflorestamentos. Em função do seu alto valor comercial, a espécie corre perigo de extinção e encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004). Também foi enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995).
  35. 35. A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981). É encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004). Ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). A peroba rosa apresenta madeira de excelente qualidade, amplamente utilizada na construção civil, naval, carpintaria, indústria de móveis e reflorestamentos. Em função do seu alto valor comercial, a espécie corre perigo de extinção e encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004). Também foi enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995).
  36. 36. From Alexandre Orthey A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004) que ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). A peroba rosa apresenta madeira de excelente qualidade, amplamente utilizada na construção civil, naval, carpintaria, indústria de móveis e reflorestamentos. Em função do seu alto valor comercial, a espécie corre perigo de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981).
  37. 37. From Alexandre Orthey A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004) que ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). A peroba rosa apresenta madeira de excelente qualidade, amplamente utilizada na construção civil, naval, carpintaria, indústria de móveis e reflorestamentos. Em função do seu alto valor comercial, a espécie corre perigo de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981).
  38. 38. Original text: Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013).
  39. 39. Original text: Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). ←→ De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013).
  40. 40. From Alexandre Atualmente, a peroba rosa encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004) sendo, também, enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995). Na busca pela preservação da espécie, nos deparamos com outro problema: as sementes destas espécies apresentam baixa germinação. Isto se deve, geralmente, à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013).
  41. 41. From Alexandre Atualmente, a peroba rosa encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004) sendo, também, enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995). Na busca pela preservação da espécie, nos deparamos com outro problema: as sementes destas espécies apresentam baixa germinação. Isto se deve, geralmente, à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013).
  42. 42. From Alexandre Atualmente, a peroba rosa encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004) sendo, também, enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995). Na busca pela preservação da espécie, nos deparamos com outro problema: as sementes destas espécies apresentam baixa germinação. Isto se deve, geralmente, à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013).
  43. 43. From Alexandre Atualmente, a peroba rosa encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004) sendo, também, enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995). Na busca pela preservação da espécie, nos deparamos com outro problema: as sementes destas espécies apresentam baixa germinação. Isto se deve, geralmente, à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013).
  44. 44. Alexandre: no change Alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes de outras espécies como, por exemplo, cedro (Lazarotto et al., 2012) e angico-vermelho (Maciel et al., 2012) . Em cedro (Cedrella fissilis), observou-se a presença dos fungos Ascochyta sp., Aspergillus sp., Colletotrichum sp., Epicoccum sp., Penicillium sp., Rhizoctonia sp., Trichoderma sp., Phomopsis sp., Fusarium sp., Rhizopus sp. e Sphaaeropsis sp. Em angico-vermelho (Parapiptadenia rigida) foram detectados os fungos Penicillium sp., Aspergillus sp., Rhizopus sp., Epicoccum sp., Thielaviopsis sp., Cladosporium sp., Fusarium sp., Pestalotia sp., Alternaria sp., Phoma sp. e Nigrospora sp..
  45. 45. Alexandre: Contudo, até onde temos conhecimento, poucos estudos foram realizados no Brasil a fim de determinar a qualidade sanitária e fisiológica da espécie florestal peroba rosa. O objetivo deste trabalho é avaliar a associação de fungos com sementes de peroba rosa, oriundas de quatro regiões do estado Paraná, e verificar a transmissão destes fungos via semente.
  46. 46. From Isabela Carrari A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981), sendo encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004), e ocorre nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004).
  47. 47. A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981). É encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004). Ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). ORIGINAL:
  48. 48. Adding cohesion Original A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981). É encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004). Ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). Isabela A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981), sendo encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004), e ocorre nas regiões Sul, Sudeste e Centro- oeste do Brasil (Rizzini, 1990; Carvalho, 2004).
  49. 49. A peroba rosa (Aspidosperma polyneuron Muell. Arg.) é uma espécie florestal nativa que se encontra ameaçada de extinção devido à intensa exploração madeireira e fragmentação dos ecossistemas naturais de origem (Ipef/Embrapa, 1981). É encontrada na Floresta Estacional Semidecidual, nas formações montana e submontana (Veloso et al., 1991; Carvalho, 2004). Ocorrem nas regiões Sul, Sudeste e Centro-oeste do Brasil (Rizzini, 1990; Carvalho, 2004). A peroba rosa apresenta madeira de excelente qualidade, amplamente utilizada na construção civil, naval, carpintaria, indústria de móveis e reflorestamentos. Em função do seu alto valor comercial, a espécie corre perigo de extinção e encontra-se na lista para conservação ex situ e in situ no Brasil e Venezuela (Carvalho, 2004). Também foi enquadrada como espécie rara na Floresta Estacional Semidecidual e incluída na lista de plantas ameaçadas de extinção no Paraná (Hatschbac & Ziller, 1995).
  50. 50. From Isabela: De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes, sendo os fungos os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas, porém alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes (Lazarotto et al., 2012; Maciel et al., 2012) .
  51. 51. From Isabela: De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes, sendo os fungos os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas, porém alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes (Lazarotto et al., 2012; Maciel et al., 2012) .
  52. 52. Original text: Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). ←→ De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013).
  53. 53. INTRODUCTION
  54. 54. Original Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). “I SAY”
  55. 55. Original Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). “I SAY” “THEY SAY”
  56. 56. Original Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). “I SAY” “THEY SAY”
  57. 57. Making “They Say/I Say” more logical Original Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Isabela De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes, sendo os fungos os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas, ______ alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes (Lazarotto
  58. 58. NEW TOPIC?
  59. 59. Making “They Say/I Say” more logical Original Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Isabela De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes, sendo os fungos os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas, _______ alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes (Lazarotto
  60. 60. Making “They Say/I Say” more logical Original Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Isabela De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes, sendo os fungos os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas, porém alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes (Lazarotto
  61. 61. Making “They Say/I Say” more logical Original Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas (Lazarotto et al., 2012). De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes. Os fungos são os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Isabela De forma geral, as sementes destas espécies apresentam baixa germinação, geralmente associada à ação de microrganismos que causam deterioração das sementes, sendo os fungos os principais causadores de doenças durante a germinação e formação de mudas (Vechiato & Parisi, 2013). Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas, porém alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes (Lazarotto
  62. 62. And to finish... Poucos estudos são realizados no Brasil para determinar a qualidade sanitária e fisiológica de espécies florestais nativas, porém alguns trabalhos têm sido realizados com o objetivo de determinar os principais patógenos associados às sementes (Lazarotto et al., 2012; Maciel et al., 2012) Em cedro (Cedrella fissilis), Lazarotto et al. (2012) observaram a presença dos fungos Ascochyta sp., ... [...] Alternaria sp., Phoma sp. e Nigrospora sp. (Maciel et al., 2012). No entanto, há falta de trabalhos sobre fungos associados às sementes de peroba rosa. Nesse contexto, o objetivo deste trabalho foi avaliar a associação de fungos com sementes de peroba rosa, oriundas de quatro regiões do estado Paraná, e verificar a transmissão destes fungos via semente.
  63. 63. Original Introduction: Studies of the ecological aspects of the necrophagous fauna are essential for better understanding of the decomposition process and may allow the extrapolation to human models. In the past years, several studies have been targeted on coleopterous of forensic importance, bringing information about estimation of post-mortem interval (PMI), detection of changes at the death scene through biotaphonomy and body reallocation, the interpretation of the carrion beetle referring to seasonal/succession composition, as well as the several faunistic surveys (1–11). North American and European countries have a better knowledge about their fauna biology and taxonomy when compared to Brazil. This is not only to the great territorial extension but also because of the variety of biomes and the huge diversity of Brazilian fauna. Brazil has one of the highest homicide rates in the world (12), with homicide rates in border cities are higher than in the rest of the country. Border regions concentrate a lot of illicit practices and violent deaths are linked to those practices. Thus, border regions have potential in forensic science studies, since these regions need high demand for
  64. 64. Original Introduction: Studies of the ecological aspects of the necrophagous fauna are essential for better understanding of the decomposition process and may allow the extrapolation to human models. In the past years, several studies have been targeted on coleopterous of forensic importance, bringing information about estimation of post-mortem interval (PMI), detection of changes at the death scene through biotaphonomy and body reallocation, the interpretation of the carrion beetle referring to seasonal/succession composition, as well as the several faunistic surveys (1–11). North American and European countries have a better knowledge about their fauna biology and taxonomy when compared to Brazil. This is not only to the great territorial extension but also because of the variety of biomes and the huge diversity of Brazilian fauna. Brazil has one of the highest homicide rates in the world (12), with homicide rates in border cities are higher than in the rest of the country. Border regions concentrate a lot of illicit practices and violent deaths are linked to those practices. Thus, border regions have potential in forensic science studies, since these regions need high demand
  65. 65. Alan dos Anjos’s proposed reorganization: Brazil has one of the highest homicide rates in the world (12), with homicide rates in border cities are higher than in the rest of the country. Thus, border regions have potential in forensic science studies, since these regions need high demand for criminal identifications. Tools such as Forensic Entomology are strategic to help solve the crime, being low cost and relatively accurate in determinations of PMI, for example. Studies of the ecological aspects of the necrophagous fauna are essential for better understanding of the decomposition process and may allow the extrapolation to human models. In the past years, several studies have been targeted on coleopterous of forensic importance, bringing information about estimation of post-mortem interval (PMI), detection of changes at the death scene through biotaphonomy and body reallocation, the interpretation of the carrion beetle referring to seasonal/succession composition, as well as the several faunistic surveys (1–11). Despite the above-mentioned issues with Brazilian territory and huge diversity
  66. 66. I live in Curitiba., where it rains a lot. I have many umbrellas.
  67. 67. HOW TO FIX? I live in Curitiba., where it rains a lot. I have many umbrellas.
  68. 68. Lost in the crowd...
  69. 69. Let your voice be heard.
  70. 70. In the following text, is it clear what the “I say” is?
  71. 71. They Say/ I Say?
  72. 72. He said, She said!
  73. 73. "They Say, I Say" • "(A) writer needs to indicate not only what his or her thesis is, but also what larger conversation that thesis is responding to." (p. 20) • "(W)hen is comes to constructing an argument […], remember that you are entering a conversation and therefore need to start with 'what others are saying'…" (p. 20)
  74. 74. Casanave, C.P. (2003). Narrative braiding: Constructing a multistrand portrayal of self as writer. • “If I wished to contribute to knowledge in my field, I needed to see my published writing as part of ongoing conversations with other published writers..” (p. 135) • “I needed to situate my work in relation to other published voices…” (ibid.) • “I consider this goal of situating my work in relation to what others have said to be the singlemost challenging and important aspect of learning to write for publication.” (p. 134)
  75. 75. Casanave, C.P. (2003). Narrative braiding: Constructing a multistrand portrayal of self as writer. • “If I wished to contribute to knowledge in my field, I needed to see my published writing as part of ongoing conversations with other published writers..” (p. 135) • “I needed to situate my work in relation to other published voices…” (ibid.) • “I consider this goal of situating my work in relation to what others have said to be the singlemost challenging and important aspect of learning to write for publication.” (p. 134)
  76. 76. Casanave, C.P. (2003). Narrative braiding: Constructing a multistrand portrayal of self as writer. • “If I wished to contribute to knowledge in my field, I needed to see my published writing as part of ongoing conversations with other published writers..” (p. 135) • “I needed to situate my work in relation to other published voices…” (ibid.) • “I consider this goal of situating my work in relation to what others have said to be the single most challenging and important aspect of learning to write for publication.” (p. 134)
  77. 77. Casanave (2003), continued... “I did not understand this notion of academic conversations via publications for much of my graduate school time. [...] I did not know what it meant to be scholarly, but I knew I had to refer to work that had already been published and that the ‘authorities’ had to be cited somewhere early in the paper. There also had to be enough citations to give the reader the sense that I knew something. I used to count the number of references in the reference list… I felt satisfied if I could reach the arbitrary number of 15.” (p. 134)
  78. 78. How to let the author’s “voice” be heard? Segundo Reis (1), 80% das informações que recebemos ocorre por meio dos estímulos visuais e, portanto, a baixa visão ou a sua ausência restringe a experiência de vida e influencia o desenvolvimento do equilíbrio, a coordenação motora e a postura. Corroborando com o autor supracitado, Nakata e Yabe (2) dizem que os deficientes visuais sem a informação visual podem tornar-se mais instáveis, apresentando maior dificuldade em manter-se na postura em pé.
  79. 79. How to let the author’s “voice” be heard? Segundo Reis (1), 80% das informações que recebemos ocorre por meio dos estímulos visuais e, portanto, a baixa visão ou a sua ausência restringe a experiência de vida e influencia o desenvolvimento do equilíbrio, a coordenação motora e a postura. Corroborando com o autor supracitado, Nakata e Yabe (2) dizem que os deficientes visuais sem a informação visual podem tornar-se mais instáveis, apresentando maior dificuldade em manter-se na postura em pé.
  80. 80. How to let the author’s “voice” be heard? Segundo Reis (1), 80% das informações que recebemos ocorre por meio dos estímulos visuais e, portanto, a baixa visão ou a sua ausência restringe a experiência de vida e influencia o desenvolvimento do equilíbrio, a coordenação motora e a postura. Corroborando com o autor supracitado, Nakata e Yabe (2) dizem que os deficientes visuais sem a informação visual podem tornar-se mais instáveis, apresentando maior dificuldade em manter-se na postura em pé.
  81. 81. How to let the author’s “voice” be heard? Segundo Reis (1), 80% das informações que recebemos ocorre por meio dos estímulos visuais e, portanto, a baixa visão ou a sua ausência restringe a experiência de vida e influencia o desenvolvimento do equilíbrio, a coordenação motora e a postura. Corroborando com o autor supracitado, Nakata e Yabe (2) dizem que os deficientes visuais sem a informação visual podem tornar-se mais instáveis, apresentando maior dificuldade em manter-se na postura em pé.
  82. 82. How to let the author’s “voice” be heard? As pesquisas mostram que 80% das informações que recebemos ocorre por meio dos estímulos visuais e, portanto, a baixa visão ou a sua ausência restringe a experiência de vida e influencia o desenvolvimento do equilíbrio, a coordenação motora e a postura (1). Corroborando com o autor supracitado, Nakata e Yabe (2) dizem que os deficientes visuais sem a informação visual podem tornar-se mais instáveis, apresentando maior dificuldade em manter-se na postura em pé.
  83. 83. How to let the author’s “voice” be heard? As pesquisas mostram que 80% das informações que recebemos ocorre por meio dos estímulos visuais e, portanto, a baixa visão ou a sua ausência restringe a experiência de vida e influencia o desenvolvimento do equilíbrio, a coordenação motora e a postura (1). Além disso, existem evidências de que os deficientes visuais sem a informação visual podem tornar-se mais instáveis, apresentando maior dificuldade em manter-se na postura em pé (2).
  84. 84. Can you help the author be heard? “Paulus et al. (3), Padula e Spungin (4), Brody (5), Nakata e Yabe (2), Guyton e Hall (6) afirmaram que existem três sistemas sensoriais e interdependentes que contribuem para a manutenção da postura em pé no homem: o sistema visual, o vestibular e o somato-sensorial, os sistemas de controle postural em humanos.”
  85. 85. “Existem três sistemas sensoriais e interdependentes que contribuem para a manutenção da postura em pé no homem: o sistema visual, o vestibular e o somato-sensorial, os sistemas de controle postural em humanos (3-6).”
  86. 86. YOU
  87. 87. Focus on connectives 1. On the next slide, match the 6 connectives with their synonyms (on the right). 2. Can you think of a translation for each?
  88. 88. however yet furthermore moreover therefore thus similarly likewise as well as in addition to on the other hand at the same time
  89. 89. however yet furthermore moreover therefore thus similarly likewise as well as in addition to on the other hand at the same time
  90. 90. Site bom para sinônimos (e mais...)
  91. 91. Find a connective that repeats: Em relação à avaliação dos periódicios, o processo de análise tem sido realizado usando critérios com relação a impacto (citações). O principal critério de avaliação diz respeito à visibilidade, por meio de indexação em bases de dados internacionais. Tal avaliação também pode ser feita em relação aos programas de pós-graduação, uma vez que o principal critério para a avaliação é a produção científica de seus membros, em que pese à discussão a respeito da quantidade versus a qualidade das publicações (Hutz, Rocha, Spink, & Menandro, 2010).
  92. 92. Como evitar repetir... Em relação à avaliação dos periódicios, o processo de análise tem sido realizado usando critérios com relação a impacto (citações). O principal critério de avaliação diz respeito à visibilidade, por meio de indexação em bases de dados internacionais. Tal avaliação também pode ser feita em relação aos programas de pós-graduação, uma vez que o principal critério para a avaliação é a produção científica de seus membros, em que pese à discussão a respeito da quantidade versus a qualidade das publicações (Hutz, Rocha, Spink, & Menandro, 2010).
  93. 93. Como evitar repetir... With respect to the avaliação dos periódicios, o processo de análise tem sido realizado usando critérios in terms of impacto (citações). O principal critério de avaliação concerns visibilidade, por meio de indexação em bases de dados internacionais. Tal avaliação também pode ser feita regarding programas de pós- graduação, uma vez que o principal critério para a avaliação é a produção científica de seus membros, em que pese à discussão surrounding quantidade versus a qualidade das publicações (Hutz, Rocha, Spink, & Menandro, 2010).
  94. 94. Example of therefore
  95. 95. Collocates of therefore
  96. 96. Different focus (and flow) • Therefore, the present study aims to... • Therefore, the evidence suggests that... • Therefore, we decided to pilot a new test... • Therefore, a new approach is necessary... • The present study therefore aims to... • The evidence therefore suggests that... • We therefore decided to pilot a new test... • A new approach is therefore necessary...
  97. 97. Real example Português (original) A fração pirolenhosa obtida com a carbonização da madeira pode ser utilizada para diversos fins. Sendo assim, este trabalho teve por objetivo testar o licor pirolenhoso extraído durante o processo de carbonização de resíduos florestais no desenvolvimento vegetativo da orquídea Oeceoclades maculata. English (from original) Pyroligneous fraction from wood carbonization can be used for several purposes. In this sense, this study aimed to test a pyroligneous liquor extracted during carbonization of forest residues for the vegetative development of the orchid Oeceoclades maculata.
  98. 98. Exemplo real Português A fração pirolenhosa obtida com a carbonização da madeira pode ser utilizada para diversos fins. Sendo assim, este trabalho teve por objetivo testar o licor pirolenhoso extraído durante o processo de carbonização de resíduos florestais no desenvolvimento vegetativo da orquídea Oeceoclades maculata. Inglês (suggested change) Pyroligneous fraction from wood carbonization can be used for several purposes. This study therefore aimed to test a pyroligneous liquor extracted during carbonization of forest residues for the vegetative development of the orchid Oeceoclades maculata.
  99. 99. Exemplo real Português A fração pirolenhosa obtida com a carbonização da madeira pode ser utilizada para diversos fins. Sendo assim, este trabalho teve por objetivo testar o licor pirolenhoso extraído durante o processo de carbonização de resíduos florestais no desenvolvimento vegetativo da orquídea Oeceoclades maculata. Inglês (sugestão de alteração) Pyroligneous fraction from wood carbonization can be used for several purposes. This study thus aimed to test a pyroligneous liquor extracted during carbonization of forest residues for the vegetative development of the orchid Oeceoclades maculata.
  100. 100. Common questions...
  101. 101. 'para tanto': How was it translated? Do you agree?
  102. 102. 'para tanto' = to that end
  103. 103. 'para tanto' = to that end
  104. 104. 'Diante': Good translation?
  105. 105. 'Diante de' = 'In light of' / 'In view of' • In light of the preceding discussion, … • In light of the aforementioned, … • In light of above, … • Therefore, this study aims...
  106. 106. Careful with uma vez que Português Os resultados indicam que os fragmentos apresentam potencial para atuar como fonte de propágulos no processo de restauração das áreas inseridas na fazenda, contudo, a capacidade pode ser limitada, uma vez que os fragmentos apresentaram algumas características diferentes de outras florestas com Araucárias. English (original) The results indicate that the fragments show potential to act as propagule sources in the restoration process within the farm areas. Nonetheless, the capacity can be rather limited once the fragments show some different characteristics of other Araucaria’s forests.
  107. 107. Cuidado com uma vez que Português Os resultados indicam que os fragmentos apresentam potencial para atuar como fonte de propágulos no processo de restauração das áreas inseridas na fazenda, contudo, a capacidade pode ser limitada, uma vez que os fragmentos apresentaram algumas características diferentes de outras florestas com Araucárias. Inglês (corrigido) The results indicate that the fragments show potential to act as propagule sources in the restoration process within the farm areas. Nonetheless, the capacity can be rather limited since the fragments show some different characteristics of other Araucaria’s forests.
  108. 108. Cuidado com uma vez que Português Os resultados indicam que os fragmentos apresentam potencial para atuar como fonte de propágulos no processo de restauração das áreas inseridas na fazenda, contudo, a capacidade pode ser limitada, uma vez que os fragmentos apresentaram algumas características diferentes de outras florestas com Araucárias. Inglês (corrigido) The results indicate that the fragments show potential to act as propagule sources in the restoration process within the farm areas. Nonetheless, the capacity can be rather limited as the fragments show some different characteristics of other Araucaria’s forests.
  109. 109. 1) Identify problems. 2) How to improve? There were three little pigs, of different ages. There was a wolf nearby. They needed to build a home. The first pig decided to build a house of straw. The second built a house of sticks. Its name was Porky. The third pig took longer to build his house. His house was made of bricks. Bricks are a more expensive material. A hungry wolf came to eat the pigs. The pigs hid inside their homes. The wolf easily blew down the first house. It took longer to blow down the second house, but the wolf did it. The third house was made of bricks. It was impossible to blow down.
  110. 110. Compare: 1. New low-emissions buses have been implemented in California. Green technology is growing in that state. 1. New low-emissions buses have been implemented in California. The green technology is growing in that state.
  111. 111. Compare: 1. New low-emissions buses have been implemented in California. Green technology is growing in that state. 1. New low-emissions buses have been implemented in California. The green technology is growing in that state.
  112. 112. Kahoot discourse marker activity
  113. 113. Mentor Texts AntConc “Right” style
  114. 114. METHOD (?)
  115. 115. Some disciplines do not include them…
  116. 116. Motivos mais comuns para rejeição: Belcher (2007) Bordage (2001) Pierson (2012) Wrong journal X ✓ X Faulty method ✓ ✓ ✓ Lack of transparency X ✓ ✓ Problems with statistics X ✓ ✓ Poor Discussion (or overstating importance of findings) ✓ ✓ ✓ Improper formatting X ✓ X Writing difficult to follow ✓ ✓ ✓ Inadequate review of the literature ✓ ✓ ✓ Nothing new ✓ ✓ ✓ Contribution not clear ✓ ✓ X Poor English X X X Prof. Dr. Ron Martinez - UFPR
  117. 117. Motivos mais comuns para rejeição: Belcher (2007) Bordage (2001) Pierson (2012) Wrong journal X ✓ X Faulty method ✓ ✓ ✓ Lack of transparency X ✓ ✓ Problems with statistics X ✓ ✓ Poor Discussion (or overstating importance of findings) ✓ ✓ ✓ Improper formatting X ✓ X Writing difficult to follow ✓ ✓ ✓ Inadequate review of the literature ✓ ✓ ✓ Nothing new ✓ ✓ ✓ Contribution not clear ✓ ✓ X Poor English X X X Prof. Dr. Ron Martinez - UFPR
  118. 118. Plan your headings...
  119. 119. And subsections...
  120. 120. Mentor Texts AntConc “Right” style
  121. 121. HOMEWORK 1. Finish your Introduction (35% of your grade*). When finished, paste on Submission Form (see below). 2. Read “Avaliação 1: Critérios” and download the “Submission Form” (both on site). 3. Submit your article (using Submission Form) through our class webpage. DUE DATE: 26/09/18 09h00 - no exceptions. 4. You will receive feedback by 7/11/18. 5. Book an “assessoria” at CAPA if you need help. *Final grade = Participation (15%), Introduction (35%), Final Article (50%)
  122. 122. Next class: Reporting data results

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