1. The “3 Cs” and authorial voice
Prof. Dr. Ron Martinez
PRPPG7000 - Academic Writing in English

2. Syllabus outline
• 28/08 - Introduction
• 04/09 - IMRaD, Most common errors,
electronic tools
• 11/09 - Strategic planning for your article:
CARS and other approaches
• 18/09 - Title, Abstract e Introduction
• 25/09 - Writing your Introduction
• 02/10 - Coherence, cohesion and clarity, and
use of authorial voice
• 09/10 - (Introduction due) The Method and
Results sections
• 16/10- The Discussion section
• 23/10 - (Introduction peer feedback due)
Discussing and Concluding
• 30/10 - Writing (no class)
• 06/11 - Students exchange articles (no class)
• 13/11 - (peer feedback due) Special guest
speaker
• 20/11 - Plagiarism, the submission process

3. Today...
• review Homework + the “3 Cs”
• “authorial voice”
• connectives
• information about your Midterm Evaluation (the
Introduction)

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. 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. 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. 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. 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. 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. 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. 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.

14. From a student
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. 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.

16. 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.

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. From a student
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. 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.

20. 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.

21. 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.

22. Another example from a student
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.

23. 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.

24. 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. 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.

26. 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.

27. 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.

28. The 3 “Cs”
Coherence
Cohesion
Clarity

29. The 3 “Cs”
Coherence - Does one idea logically connect to the previous
and subsequent one(s)?
Cohesion
Clarity

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

31. 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?

32. I live in Curitiba., where it
rains a lot.
I have many umbrellas.

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. 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).

37. 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).

38. 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).

39. From a student
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).

40. 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).

41. 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).

42. 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).

43. From a student
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. 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).

45. 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).

46. 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).

47. The student’s suggestion: 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..

49. But makes this suggestion:
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.

50. From another student (“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).

51. 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:

52. 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).

53. 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).

54. From student “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) .

55. 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) .

56. 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).

57. INTRODUCTION

58. 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”

59. 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”

60. 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”

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,
______ alguns trabalhos têm sido realizados
com o objetivo de determinar os principais
patógenos associados às sementes (Lazarotto

63. NEW TOPIC?

64. 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

65. 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

66. 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

67. 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.

69. 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

70. 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

71. A student’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

73. I live in Curitiba., where it
rains a lot.
I have many umbrellas.

74. From a real manuscript:
In 2011, following a major curricular discussion, the University of
Tijuana (UT) community recognized the need to solve the problem of
low achievement standards in English language. This situation was
later reported in an empirical research by Fulano (2014). Recognition
led to a directive to increase UT internationalization processes.
Although international contacts within Latin America may have been
well established, non sufficient contact with non-Spanish-speaking
countries was evident.

75. Challenge: Can you make this 1 sentence?
In 2011, following a major curricular discussion, the University of
Tijuana (UT) community recognized the need to solve the problem of
low achievement standards in English language. This situation was
later reported in an empirical research by Fulano (2014). Recognition
led to a directive to increase UT internationalization processes.
Although international contacts within Latin America may have been
well established, non sufficient contact with non-Spanish-speaking
countries was evident.

76. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved

77. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved
In 2011, following a major curricular
discussion, the University of Tijuana (UT)
community recognized the need to solve
the problem of low achievement standards
in English (Fulano, 2014),

78. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved
In 2011, following a major curricular
discussion, the University of Tijuana (UT)
community recognized the need to solve
the problem of low achievement standards
in English (Fulano, 2014),

79. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved
In 2011, following a major curricular
discussion, the University of Tijuana (UT)
community recognized the need to solve
the problem of low achievement standards
in English (Fulano, 2014), which led to a
directive to increase UT
internationalization processes

80. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved
In 2011, following a major curricular
discussion, the University of Tijuana (UT)
community recognized the need to solve
the problem of low achievement standards
in English (Fulano, 2014), which led to a
directive to increase UT
internationalization processes

81. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved
In 2011, following a major curricular
discussion, the University of Tijuana (UT)
community recognized the need to solve
the problem of low achievement standards
in English (Fulano, 2014), which led to a
directive to increase UT
internationalization processes

82. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved
In 2011, following a major curricular
discussion, the University of Tijuana (UT)
community recognized the need to solve
the problem of low achievement standards
in English (Fulano, 2014), which led to a
directive to increase UT
internationalization processes in order to
increase contact with non-Spanish-
speaking countries.

83. Original
In 2011, following a major curricular
discussion, the University of Tijuana
(UT) community recognized the need
to solve the problem of low
achievement standards in English
language. This situation was later
reported in an empirical research by
Fulano (2014). Recognition led to a
directive to increase UT
internationalization processes.
Although international contacts
within Latin America may have been
well established, non sufficient
contact with non-Spanish-speaking
countries was evident.
Improved
In 2011, following a major curricular
discussion, the University of Tijuana (UT)
community recognized the need to solve
the problem of low achievement standards
in English (Fulano, 2014),

84. Lost in the crowd...

86. Let your voice be heard.

87. In the following text, is it clear
what the “I say” is?

89. They Say/
I Say?

90. He said,
She said!

91. "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)

92. 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)

93. 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)

94. 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)

95. 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)

96. AUTHO
RIAL
VO
ICE

98. 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.

99. 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.

100. 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.

101. 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.

102. 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.

103. 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).

104. 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.”

105. “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).”

108. YOU

110. 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?

111. however
yet
furthermore
moreover
therefore
thus
similarly
likewise
as well as
in addition to
on the other
hand
at the same
time

112. however yet
furthermore moreover
therefore thus
similarly likewise
as well as in addition to
on the other
hand
at the same
time

115. Good site for synonyms (and more...)

117. 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).

118. 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).

119. 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).

122. Example of therefore

123. Collocates of therefore

125. 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...

126. 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.

127. 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.

128. 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.

129. Common questions...

130. 'para tanto': How was it translated? Do you agree?

131. 'para tanto' = to that end

132. 'para tanto' = to that end

133. 'Diante': Good translation?

135. '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...

137. 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.

138. 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.

139. 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.

141. 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.

142. 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.

143. 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.

145. Kahoot discourse marker activity

146. YOUR MIDTERM ASSIGNMENT
First: Go to PEERGRADE
www.peergrade.io/join
CLASS CODE:
5AJQZQ

147. IMPORTANT:
1. Focus is on points already covered in class.
2. Can be any length, but very long Introductions (over
1,000 words) are discouraged.
3. Can be in English or Portuguese - or both.
4. Must submit through peergrade.io by October 9
(23:59).
5. On October 10, you will receive 2 introductions written
by other students. Your impressions of these
introductions are due October 23. You will not see your
feedback until you have given feedback on others’