Vol. 23 No. 2 (2024): Dossiê: A escrita acadêmica a partir de diferentes abordagens teóricas

View Vol. 23 No. 2 (2024): Dossiê: A escrita acadêmica a partir de diferentes abordagens teóricas
DOI: https://doi.org/10.26512/rhla.v23i2
Published: 2024-12-23

Apresentação

  • Introduction to the thematic issue: academic writing from different theoretical approaches

    Sulany Silveira dos Santos, Lucia Rottava, Antonio Marcio Da Silva
    DT1
    DOI: https://doi.org/10.26512/rhla.v23i2.47508

Dossier: Academic Writing from Different Theoretical Approaches

  • Grammatical intricacy and lexical density: two aspects of academic writing

    Lucia Rottava, Antonio Marcio Da Silva
    DT2
    DOI: https://doi.org/10.26512/rhla.v23i2.53925

  • Reflections on the “SLATE Project” and its dialogues

    Priscila Ligoski
    DT3
    DOI: https://doi.org/10.26512/rhla.v23i2.53730

  • The exchange system in academic writing: an investigation in the light of Systemic-Functional Linguistics

    Lisiane Barbosa Martins Godoy da Silva
    DT4
    DOI: https://doi.org/10.26512/rhla.v23i2.53914

  • Pedagogic games using noun phrases

    Nayra Aires, Wagner Rodrigues Silva, Rodrigo Esteves de Lima-Lopes
    DT5
    DOI: https://doi.org/10.26512/rhla.v23i2.51985

  • Study of the scientific article genre based on the theory of systemic-functional genre

    Luciane Sippert Lanzanova, Edna Cristina Muniz da Silva, Tamar Bedran Vieira Corrêa
    DT6
    DOI: https://doi.org/10.26512/rhla.v23i2.53933

  • Abstract writing activities in Portuguese for deaf students

    Isabelle Pinheiro Fagundes, Maria Augusta Gonçalves de Macedo Reinaldo
    DT7
    DOI: https://doi.org/10.26512/rhla.v23i2.53733

  • Writing abstracts in graduate programs: a case study

    Eduardo Pereira da Costa, Cyntia Bailer
    DT8
    DOI: https://doi.org/10.26512/rhla.v23i2.53693

  • The essay as a disposition: the academic text as a journey

    Magali Lopes Endruweit, Jonas Augusto Fagundes , Vinícius Festa Rigo
    DT9
    DOI: https://doi.org/10.26512/rhla.v23i2.53928

  • Discourse, authorship and effects of meaning in academic writing

    Mônica Ferreira Cassana
    DT10
    DOI: https://doi.org/10.26512/rhla.v23i2.53436

  • Writing the future: teachers’ insights on the use of Artificial Intelligence in Foreign Language writing instruction

    Claudia Beatriz Monte Jorge Martins, Maria Luisa Pitz
    DT11
    DOI: https://doi.org/10.26512/rhla.v23i2.53707

  • Formative assessment as recursive feedback in an academic writing teaching approach via textual genres

    Raquel Bambirra, Vanessa Teixeira
    DT12
    DOI: https://doi.org/10.26512/rhla.v23i2.52393

  • Potential and implications of a peer review group for academic genres

    Isadora Teixeira Moraes, Paula Kracker Francescon
    DT13
    DOI: https://doi.org/10.26512/rhla.v23i2.53424

  • The dialogic perspective applied to teaching reading and writing

    Maíra Gomes, Davi Barbosa Rodrigues, Davi Agra Correa, William Silveira de Carvalho
    DT14
    DOI: https://doi.org/10.26512/rhla.v23i2.53462

  • Academic writing in English in the context of Technical Vocational Education at the high school level in Minas Gerais: a contextualized approach

    Fernanda de Faria Rezende Santos
    DT15
    DOI: https://doi.org/10.26512/rhla.v23i2.53729

Resenha

  • Textbook review: reading and writing in undergraduate courses – genre-based pedagogy

    Caroline Teixeira Bordim, Júlia Folle Alves
    DT16
    DOI: https://doi.org/10.26512/rhla.v23i2.53708