com/ Annotated 'ONE ART' A fingerprinting is an intellectual work, individual, where the student has the opportunity to systematize their readings, so that I can have a permanent refere nce material, to which he may use at different times in their academic or profes sional life. The term recalls that the exercise of registering these elements to ok place, for a considerable time on chips. The fingerprinting in the study and research activity aims at the documentation and classification of content. The f ingerprinting is an excellent way to keep a record of everything you read. After you do a good fingerprinting of a text, or book, you'll never need to use the o riginal again. What will you earn time. Also during the process of making the re gistration process you can acquire a greater understanding of the content of the text. It is basically the file that you read the text containing the reference and that you understand the text content of a work, a text or even a theme. Many students are anxious about what it means in practice making a fingerprinting. S ome think fingerprinting is the same as abstract, and certainly makes sense beca use, as we saw, even the dictionary cited above indicates that chip is summarize d. Others on the contrary, believe that fingerprinting has nothing to do with sh ort and concerns only the interpretation of the text and thus these terms - and summary interpretation clarification. Besides these terms, it is necessary to cl arify a bit more, if we follow the dictionary definition, which can be understoo d as "relevant" or "important" in a text. The relevance should be assessed in vi ew of the purpose of the text. Optionally, to make the registration process of a work or text, you can: also appear as an object of doubt, demands 1. Read the whole text a second time without interruption. Read the text again, Griffin, taking notes and trying to understand what the author wants to say in e ach paragraph. 3. What do the fingerprinting fingerprinting, done to the fullest extent, may contain: Indication of the reference. Summary text. Record comments and criticisms of the text. Registration ideas we had from the text. Transcript s of the text that could later be used as a quote in our own work. References Th e first element of fingerprinting must be the identification of the text read, i e, we record the bibliographic reference. It is important to file a bibliographi c reference to fingerprinting because it lets us know at any moment we consulted our notes, what is the origin or source of the notes. The bibliographic referen ce is the set of elements that identify a text. Thus: authorship of the text rea d, title of text, editing, site editor, publisher, year of publication are consi dered essential to reference a book we are reading. But if we are reading a jour nal article, journal, or published in the minutes of Congress and the text we ar e reading is in conventional medium (paper) or electronic, these factors must be taken into consideration when we build the reference. Summary We can say briefl y that, in general, to prepare the summary contained in fingerprinting the stude nt / player must:. identify the purpose of the text;. identify the logical struc ture of text / reveal the logical plan of the work in the study; . grasp the fundamental concepts;. be faithful to the ideas of the author;. be w ritten in the language of one who is doing the summary. Record ideas and questio ning this part of the fingerprinting is one in which the reader will record the ideas and from reading the text. The implication of the text can be understood h ere as questions are raised about the theme of the text. These issues can lead t o discussions and can also generate the need for further research. The problemat ization of the text made by the student should not be confused with the problema tic of the subject by the author, problematization that is the subject of study in pursuit of the abstract. The transcript is interesting to quote brief summari es about some topics that interest the student and / or themes highlighted by th e author, including concepts and themes / concepts related to the discipline for which the text was read. This record snippets of text can be read in fingerprin ting: literal and non-literal. Thus, we can quote verbatim and non-literal, they also called conceptual or paraphrases. Procedures for transcription NBR 10 250

which deals with procedures relating to citations standardizes the ways in which we record deletions, interpolations, comments,€emphasis or focus that we apply in the transcripts: a) deletions: [...] b) interpolations, additions or comment s: [] c) emphasis or emphasis: italics, bold or italic. In the event that reprod uce a sentence that contains elements highlighted (Bold, italic or italics) it is necessary to record this data in brackets, like this: [emphasis added]. In the case of prominence has been given by those who ar e quoting, it is also necessary to note that given in brackets, like this: [emph asis added]. A literal quote is verbatim transcription of speech, sentence or pa ragraph as it is in the text we are reading. It is the exact copy of the text ab ove. Transcripts are verbatim transcripts also called formal (Cervo; Bervian, 19 83, p. 142). Example: For Mitchell (2000, p. 8), the criterion of commitment whi ch aims to examine the involvement of the author of a text with his speech and i t is not difficult to perform because "[or] is not difficult to the reader some intellectual resource to distinguish what comes from living CEME belief that the doctrine comes from incarceration. " Note what comes in quotes is text copy of Mitchell. To prove the veracity of the transcript should consult the source indi cated by who is doing the service, if the text of Mitchell, at p. 8. Citation no t literal, conceptual or paraphrase quote When we use only the idea or concept d eveloped by one author, we can quote or quotes nãoliterais conceptual. The cita tions are also called conceptual paraphrases. Example: A text should also be und erstood for what it hides, masks. In this sense, the explicit intention of the a uthor is one of the critical tasks (Morais, 2000, p. 7). Notice that the text of Mitchell was not used as it is found in the document. To inquire further about the issue of reading, the reader is referred to p. 7 of the work published by Mi tchell in 2000, where you will find the text in its integrity. I quote the passa ge literally, although with deletions, so there is possibility of confrontation with the previously established paraphrase: They are called mixed quotes those who fall in the synthesis of a text a few wor ds or phrases taken from textual documents. In this case, the words are transcri bed verbatim quotes. Example: Mitchell in his text The criticality as the founda tion of human shows the importance of criticism for abandoning the passive postu re of reader stance paradoxically found in schools for centuries, taking as unqu estionable truth to the statements of the authors accepted as guides to moral an d intellectual these same schools, occasioning thereby a "sleepwalking barren" ( 2000, p. 2). We like this quote verbatim just what comes in quotes, ie sleepwalk ing sterile, the rest of the sentence is a paraphrase. When we read some scienti fic papers, or academics, we may have some difficulty in grasping the content an d information transmitted. To facilitate or to help us in understanding the text s, we can divide this task at different times, complementary and progressive: a moment of textual analysis and thematic analysis. The textual analysis is the fi rst moment of reading, where we try to understand the text as a whole in order t o understand the logic, the layout display of ideas, as well as the author's rea soning. Currently it is well to point out the main concepts that the author is u sing and how define1. It's that first moment of recognition of the text it is ne cessary to look for - the dictionary - words that do not know, and - in speciali zed dictionaries, or reference works - the concepts they know. Remember, we can only write if you read, if we have data. The scientific work depends on reading of information sources. If we do not organize and systematizing our knowledge an d our data, not about what we and what speaking. 1 Beware the "grifa-text"! Use grifa text-only for the main ideas and arguments. O ften, the texts are left with many highlights, losing like that, what really sho uld be highlighted. If everything is important, why highlighting selected? This reading can and as a way of organizing knowledge acquired must be accompani

ed by notes. Thus, "the textual analysis can be closed with an outline of the te xt whose purpose is to present an overview of the unit" 2 annotations and layout are made through the initial annotated: As pointed out, we need a minimum of da ta organization we collect to then have access to them. The fingerprinting is a way to collect and deseparar knowledge, as we move forward in our research and r eadings.€Regardless of how they store the information (in folders, drawers, com puter, notebooks ...), you must create and define a place as a place for storing and query, either through annotations in chips (with paper harder, approximatel y 15 X 20 cm. which is sold in stationery stores), or in computer files. Save th e information in the notebook is more complicated. The durability of the paper i s not large and, as we are constantly thinking of handling the material, it spoi ls quickly. In case of a computer, create a folder "fingerprinting." And within that folder, separate texts - creating other folders - according to the themes a nd sub-themes that make up your search. As we think about organizing knowledge, the use of tokens or file names, allowing the creation of alphabetically by titl e, by subject or author. The book keeps this organization, unless you use binder . Suggested annotated: 1. Before you begin reading the text, note, at the beginn ing of your document, references in accordance with relevant standards. If libra ry book, enjoy a record number of Tombo. So when you make a bibliography of the work, already have ready (the computer can use copy - paste), and if you need to go back to the library, will not have to refer back to the location of the book . 2 SEVERINO, Antonio Joaquim. Methodology of scientific work. 21 th ed. rev. e ampl .. São Paulo: Cortez, 2000. p. 53. Highlights of the author. 2. Leave a blank space to make a short summary. (See below) 3. Start making note s. In the annotated notes are not everything in the book, not rewrite. The idea being to organize the annotations are the same as that used for the annotations in the classroom. That is, watched the speech of the teacher and take notes off of the important parts. If we write down "everything" what the teacher says, we' ll focus more on accuracy of annotation than in watching the show. The note can be topical, small phrases, key concepts. If you copy a longer sentence, do not f orget to use quotes. Remember: the registration process is to create a document for future reference. Thus, the more information you have about the content of y our document, the better. Make clear what is its wording and what is the "author ". As for logging, enter the pages of the original document. When consulting you r fingerprinting may, in case of doubts, resuming quickly dark spots, not unders tood or do a quote. Although spend time to make notes, then get a much longer ti me, because instead of searching in the memory, keep looking in books or article s, notes will be ready for use. A further advantage of the fingerprinting is the process of reading comprehension. When we read a book, a text, a document, we a lways do in parts. Introduction, development and conclusion. And within each pie ce, read in sequence the various words, sentences, paragraphs, items and chapter s. This "dissect" the text is part of the reading process, as well as the annota tions point we make that journey. When you finish the registration process and t o read their notes, have a global vision. If it took us a day to read a text, by reading the annotated'll have a general understanding in few minutes. Thus, the registration process allows the reading and comprehension of text in two essent ial moments: a) a fragmented (when reading the text and notes), b) a more genera l and comprehensive (in reading the annotated). When you finish reading and notes, read and annotated, from a broader understand ing, write a short summary. Return to item two (we treat above) and fill the spa ce left blank. Thus, the registration process is composed of the following struc ture: 1. The 'address' of the work, according to ABNT. 2. A short summary unders tanding of the text as a whole. 3. The specific parts that make up the text and reference pages. From this textual reading, you can do a reading and thematic an alysis, aimed at deepening the understanding of the text. In every moment of rea

ding it to understand what and how the author presents his ideas. Whether we agr ee or not with his ideas, the key is, first, to understand it. To guide the unde rstanding of the text, we propose some questions to be answered after reading: 1 . 2. 3. What topic or subject? What is he talking about and how has your perspec tive? What kind of text? Academic, informational, journalistic, technical? What is the problem that the author intends to develop? That is, what led the author to write your essay and what kind of question that seeks to respond to their arg uments? 4. 5. 6.€In short: About the author talking about? What is the issue yo u want to respond? Facing this question, what is your response? As bases its Fro m this, he presents his (s) idea (s) central (s), which is the (s) your (s) fund amental proposition or thesis (s)? If he stands determined (s) argument (s) and builds the structure of arguments to support it (s)? There are secondary ideas, additional arguments that help in building (s) argument (s)? statements and answers? His arguments are convincing? There are other ideas that make up the text? After making the registration process will be easier to answe r questions of understanding. If you can not answer, we have two outputs: 1. You do not understand the text and has to reread (most likely). 2. The text was bad and had no coherence, core problem and not clearly defined object of study (can happen). 3 Dear friends this book is part of a work we are developing and we need resources . To help us simply follow this link below and click on one of the google ads an d will be helping us. Peter Donie www.santificando.blogspot.com/ 3 Much of the information we brought in are SEVERINO, op. cit., p. 47-61, and GARC EZ, Lucilia H. C. Technical writing: what you need to know to write well. São P aulo: Martins Fontes, 2002, p. 23-45. For a more detailed account, read the orig inal.