UNIVERSIDADE ESTADUAL DO PIAUÍ

CAMPUS PROF. ALEXANDRE ALVES DE OLIVEIRA (PARNAÍBA)

LICENCIATURA EM LETRAS INGLÊS
DISCIPLINA – 2021.2 – READING II
PROFESSORA: GISELLE ANDRADE PEREIRA
ALUNO(A): WILLIAM MELO ARAUJO

Atividade de leitura e escrita (escrita de resenha do texto teórico) - AULA 08 - Text:

Chapter 7 – Understanding discourse. In: NUTTALL, Christine. Teaching Reading Skills
in a Foreign Language. Pages 100-124.

The text talks about how to analyze the fragments that do not have the discourse
markers, how to understand what the author meant. When the text does not have the
markers, students have to resort to inference and thus develop their cognition. Students
have to be able to recognize these concepts: Independent functions, Text-dependent
functions, and Interaction-dependent functions. But sometimes even a simple sentence can
contain the three mentioned meanings. In the independent functions their meaning is
understood even out of context and has these categories: Defining, classifying,
generalizing, naming, describing, reporting, speculating and predicting. The Text-
dependent function is a relationship between sentences in the same text, and they are:
Asserting, exemplifying, explaining, reinforcing, explicating, hypothesizing, commenting,
and concluding. The Interactions-dependent functions the author expects the reader to feel,
think or do something as a result of reading: Conceding, evaluating, inviting, instructing,
apologizing, suggesting, complaining and complimenting warning.

The value of the sentence comes from the relationship with others in the text or
context, and to help students identify, and the teacher should prepare beforehand a text
with prepared sentences on this subject, which the book suggests simple texts to absorb the
subject. Chapter brings the concepts and some simple training activities, so that we can
already put them into practice and absorb the knowledge in a deeper way. The text also
mentions about rhetorical structures, how important coherence is, and that readers who
master these particularities will be more willing to understand what the author meant in an
easier way. The diagrammatic texts are a different way of approach in order to break out of
the usual pattern and diversify learning. The text also brings the skill of inference, when
the writer expects the reader to have a prior conclusion, the author leads to a path that may
change down the road to bring about a sudden change to cause certain sensations in the
readers. One more skill mentioned: prediction, which are organized with similar texts like
fairy tales, where the authors organize their ideas in a certain similar way and it happens
that the readers make predictions. And at the end of the chapter he brings a context of ideas
to finish the subject to understand a text: to have a notion of the important points and
details, to differentiate facts from opinions, to differentiate hypotheses, inferences, causes,
effects and consequences, etc. and the list goes on because different texts have to have
different types of skills for us to understand.