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Abstract three: This paper presents the description of patterns of textual and lexicogrammatical organization of the genre of academic writing "thesis abstract". For describing patterns of textual organization, a model proposed by Bhatia (1993) was used. The lexicogrammatical analysis was based on field domain, a register variable developed by Halliday (1978, 1994). The main results show that: 1) Linguistics researchers seem to attribute more importance to the goals and the theoretical-methodological approach of the thesis, while Chemistry researchers seem to give greater emphasis to procedures and results adopted in the research, which was shown more clearly and directly, compared to Linguistics; 2) with respect to the lexicogrammatical analysis, was verified the predominance of relational processes and various circumstantial elements in the Linguistics abstracts, while in the Chemistry abstracts prevail the material processes and the omission of the agency.Keywords: academic genre; thesis abstract; pattern of textual organization.

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Abstract three: This paper presents the description of patterns of textual and lexicogrammatical organization of the genre of academic writing "thesis abstract". For describing patterns of textual organization, a model proposed by Bhatia (1993) was used. The lexicogrammatical analysis was based on field domain, a register variable developed by Halliday (1978, 1994). The main results show that: 1) Linguistics researchers seem to attribute more importance to the goals and the theoretical-methodological approach of the thesis, while Chemistry researchers seem to give greater emphasis to procedures and results adopted in the research, which was shown more clearly and directly, compared to Linguistics; 2) with respect to the lexicogrammatical analysis, was verified the predominance of relational processes and various circumstantial elements in the Linguistics abstracts, while in the Chemistry abstracts prevail the material processes and the omission of the agency.Keywords: academic genre; thesis abstract; pattern of textual organization.

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Available on: http://www.scielo.br/scielo.php?pid=S0103-18132010000100009&script=sci_abstract

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An abstract is a brief overview of the key points of an article, report, or proposal.Positioned at the head of a paper, the abstract is usually "the first thing that individuals read and, as such, decide whether to continue reading. It is also what is most accessed by search engines and researchers conducting their own literature reviews" (Dan W. Butin, The Education Dissertation, 2010).

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An abstract is a brief overview of the key points of an article, report, or proposal.Positioned at the head of a paper, the abstract is usually "the first thing that individuals read and, as such, decide whether to continue reading. It is also what is most accessed by search engines and researchers conducting their own literature reviews" (Dan W. Butin, The Education Dissertation, 2010).

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Available on: https://www.thoughtco.com/what-is-abstract-composition-1689050

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An abstract is a summary of your own research written in a small number of words (typically half a page at most). They're often found at the front of dissertations, theses, or journal articles.

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An abstract is a summary of your own research written in a small number of words (typically half a page at most). They're often found at the front of dissertations, theses, or journal articles.

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Available on: https://www.sheffield.ac.uk/ssid/301/tash/writing/academic/abstract

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an objective text, with no space for metaphors or literary figures. As it summarizes the research articleto follow, it shows the different parts of the study, which generally includes introduction,methodology, results and conclusion […]. 

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an objective text, with no space for metaphors or literary figures. As it summarizes the research articleto follow, it shows the different parts of the study, which generally includes introduction,methodology, results and conclusion […]. 

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Motta-Roth et al (1999, p. 111)

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Abstract two: Composition studies are investigated. Composition & rhetoric are not one discipline, but comprised of many related disciplines & activities. Studies on composition should be done in a wide spectrum by rhetoricians, linguists, psychologists, & literary critics. Typical new composition specialists try to assimilate too much information, & thus are unable to control the vast material. Composition theory & pedagogy are distinctly different, & require different approaches. Teachers & curriculum designers ought to be provided with proper training, emphasizing the pedagogical side of composition study, yet balance & communication should be established between instructors & theorists.

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Abstract two: Composition studies are investigated. Composition & rhetoric are not one discipline, but comprised of many related disciplines & activities. Studies on composition should be done in a wide spectrum by rhetoricians, linguists, psychologists, & literary critics. Typical new composition specialists try to assimilate too much information, & thus are unable to control the vast material. Composition theory & pedagogy are distinctly different, & require different approaches. Teachers & curriculum designers ought to be provided with proper training, emphasizing the pedagogical side of composition study, yet balance & communication should be established between instructors & theorists.

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Available on: http://www4.ncsu.edu/unity/users/m/morillo/public/abstractex.htm

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Abstract one: This Didactic Experience Report aims to analyze the abstract textual genre concerning its construction by means of an applied Didactic Unity (DU) in classroom as a pedagogical proposal in Ramos (2004). This study came up from the necessity of production of this genre by the graduating students from the course of Information Technology (IT) at FATEC Guaratinguetá, SP as an obligatory piece of an academic work to be presented for the conclusion of the course known as Trabalho de Conclusão de Curso (TCC). Thus, it was proposed to the students of IT a DU based on the abstract genre. At the end of the DU data were gathered on this genre and the analyses contributed to verify what the students have learned and how they have learned. The main result was the apprehension of the abstract genre characteristics by the students as discussed by Ramos (2004). This appropriation of the genre led the students to feel more secure and motivated to produce the genre in classroom as well as in their future TCC as proposed by the DU. Key-words: Abstract, Textual Genre, Didactic Unity.  

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Abstract one: This Didactic Experience Report aims to analyze the abstract textual genre concerning its construction by means of an applied Didactic Unity (DU) in classroom as a pedagogical proposal in Ramos (2004). This study came up from the necessity of production of this genre by the graduating students from the course of Information Technology (IT) at FATEC Guaratinguetá, SP as an obligatory piece of an academic work to be presented for the conclusion of the course known as Trabalho de Conclusão de Curso (TCC). Thus, it was proposed to the students of IT a DU based on the abstract genre. At the end of the DU data were gathered on this genre and the analyses contributed to verify what the students have learned and how they have learned. The main result was the apprehension of the abstract genre characteristics by the students as discussed by Ramos (2004). This appropriation of the genre led the students to feel more secure and motivated to produce the genre in classroom as well as in their future TCC as proposed by the DU. Key-words: Abstract, Textual Genre, Didactic Unity.  

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Available on: http://www.fatecguaratingueta.edu.br/revista/index.php/RCO-TGH/article/view/4/4

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Who reads abstracts? Why do they read them?

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Who reads abstracts? Why do they read them?

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Who writes abstracts? Why do they write them?

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Who writes abstracts? Why do they write them?

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Why do we always write the abstract in English?

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Why do we always write the abstract in English?