TWO-DIMENSIONAL SOCIORHETORICAL ORGANIZATION OF THE DIGITAL GENRE HOMEPAGE IN DISCIPLINES OF AN ONLINE COURSE

Crescitelli, Mercedes Fátima de Canha; Campos, Karlene do Socorro da Rocha

ABSTRACT:

In this work, we analyze the sociorhetorical organization of homepages in online disciplines within a two-dimensional perspective on genre analysis (ASKEHAVE; NIELSEN, 2004ASKEHAVE, I.; NIELSEN, A. E. Web-mediated genres: a challenge to traditional genre theory. Arhus: Center For Virksomhedskommurikation, 2004. p.1-50. (Working papers, n.6).). In Crescitelli and Campos (2015)CRESCITELLI, M. F. C.; CAMPOS, K. S. R. Organização de material didático virtual na homepage. Linha D´Água, São Paulo, v.28, n.1, p.5-25, jun. 2015., we analyzed homepages of a distance undergraduate course based on Swales (1990)SWALES, J. M. Genre analysis: English in academic and research setting. Cambridge: Cambridge University Press, 1990., examining their sociorhetorical organization and the steps and rhetorical moves that constituted them. Now, we examine the same homepages in a two-dimensional perspective, in order to investigate, in the reading and navigating modes, the communicative purposes and the functional units (rhetorical moves and links) and the rhetorical strategies employed to fulfil them. As for the links, we draw on Adam's (1992)ADAM, J. M. Les textes, types et prototypes: récit, description, argumentation, explication et dialogue. Paris: Nathan, 1992. textual sequence theory and examine the predominant sequences in the articulation of hypertextual lexies. We focus on studies of genre as social action (MILLER, 2009aMILLER, C. R. Gênero como ação social. Tradução de Judith Hoffnagel. In: DIONÍSIO, A. P.; HOFFNAGEL, J. C. (org.). Gênero textual, agência e tecnologia. Organização de Angela Paiva Dionísio e Judith Chambliss Hoffnagel. Recife: Ed. da UFPE, 2009a. p.21-44. Título original: Genre as social action. Quarterly Journal of Speech, p.151-167, May 1984., 2009bMILLER, C. R. Comunidade retórica: a base cultural dos gêneros. Tradução de Ana Regina Vieira e Judith Hoffnagel. In: DIONÍSIO, A. P.; HOFFNAGEL, J. C. (org.). Gênero textual, agência e tecnologia. Organização de Angela Paiva Dionísio e Judith Chambliss Hoffnagel. Recife: Ed. da UFPE, 2009b. p.45-58. Título original: Rhetorical community: the cultural basis of genre. Trabalho apresentado no Re-Thinking Genre Seminar, Universidade de Carleton, Ottwa, 1992., 2009cMILLER, C. R. Blogar como ação social: uma análise do gênero weblog. Tradução de Leonardo Mozdzenki e Judith Hoffnagel. In: DIONÍSIO, A. P.; HOFFNAGEL, J. C. (org.). Gênero textual, agência e tecnologia. Recife: Ed. da UFPE, 2009c. p.61-92. Texto original: MILLER, C. R.; SHEPHERD, D. Blogging as social action: a genre analysis of the weblog. In: GURAK, L.; ANTONIJEVIC, S.; JOHNSON, L. RATLIFF, C.; REYMAN, J. (ed.). Into the blogosphere: rethoric, community and culture of weblogs. Minneapolis: University of Minnesota Libraries, 2004.; BAZERMAN, 2006BAZERMAN, C. A vida do gênero, a vida na sala de aula. In: HOFFNAGEL, J. C.; DIONÍSIO, A. P. (org.). Gênero, agência e escrita. Tradução e adaptação Judith Chambliss Hoffnagel. São Paulo: Cortez, 2006. p.23-34. Título original: The life of genre, the life in the classroom. In: BISHOP, W.; OSTROM, H. (ed.). Genre and writing. Boynton: Cook, 1997. p.19-26., 2009aBAZERMAN, C. Atos de fala, gêneros textuais e sistemas de atividades: como os textos organizam atividades e pessoas. In: DIONÍSIO, A. P.; HOFFNAGEL, J. C. (org.). Gêneros textuais, tipificação e interação. 3.ed. São Paulo: Cortez, 2009a. p.19-46. Título original: Speech acts, genres and activity systems: how texts organize activity and people. In: BAZERMAN, C. What writing does and how it does it: an introduction to analyzing texts and textual practices. New Jersey: Lawrence Erlbaum Associates, 2004. p.309-339., 2009bBAZERMAN, C. Formas sociais como habitats para ação. In: DIONÍSIO, A. P.; HOFFNAGEL, J. C. (org.). Gêneros textuais, tipificação e interação. Tradução e adaptação Judith Chambliss Hoffnagel. 3.ed. São Paulo: Cortez, 2009b. p.47-61. Título original: Social forms as habitats for action. Ensaio apresentado no encontro de 1994 da Modern Language Association.; SWALES, 1990SWALES, J. M. Genre analysis: English in academic and research setting. Cambridge: Cambridge University Press, 1990.; BHATIA, 1993BHATIA, V. K. Approach to genre analysis. Analysing genre: language use in professional settings. London: Longman, 1993.), digital textual genre (MARCUSCHI, 2010MARCUSCHI, L. A. Gêneros textuais emergentes no contexto da tecnologia digital. In: MARCUSCHI, L. A.; XAVIER, A. C. (org.). Hipertexto e gêneros digitais: novas formas de construção de sentido. São Paulo: Cortez, 2010. p.15-80, 2010. Título da 1ª. edição: Hipertexto e gêneros digitais. Rio de Janeiro: Lucerna, 2004.; ASKEHAVE, NIELSEN, 2004ASKEHAVE, I.; NIELSEN, A. E. Web-mediated genres: a challenge to traditional genre theory. Arhus: Center For Virksomhedskommurikation, 2004. p.1-50. (Working papers, n.6).), and hypertext (LEMKE, 2002LEMKE, J. L. Travels in hypermodality. Visual Communication, London, v.1, n.3, p.299-325, 2002. Disponível em: http://hem.bredband.net/sigrunr/lemke02hyper.pdf. Acesso em: 07 jun. 2012.
http://hem.bredband.net/sigrunr/lemke02h... ; FINNEMANN, 1999FINNEMANN, N. O. Hypertext and representational capacities of the binary alphabet. [S.l: s.n], 1999. Disponível em: http://www.hum.au.dk/ckulturf/pages/publications/nof/hypertext.htm. Acesso em: 13 dez. 2012.
http://www.hum.au.dk/ckulturf/pages/publ... ). It is a case study based on the observation and description of a phenomenon in a specific context (MARTINS, 2008MARTINS, G. A. Estudo de caso: uma estratégia de pesquisa. 2.ed. São Paulo: Atlas, 2008.; YIN, 2005YIN, R. K. Estudo de caso: planejamento e método. Tradução de Daniel Grassi. 3.ed. Porto Alegre: Bookman, 2005. Título original: Case study research: design and methods. California: Sage Publications, 2003., 1984YIN, R. K. Case study research. California: Sage Publications, 1984.; TRIVIÑOS, 1987TRIVIÑOS, A. N. S. Introdução à pesquisa em ciências sociais: a pesquisa qualitativa em educação. São Paulo: Atlas, 1987.). The results show that knowing the sociorhetorical organization in the homepage genre enables the organization of the pedagogical content targeted at the interests and needs of users, contributing to students’ involvement with the educational process.

KEYWORDS:
Sociorhetorical organization; Digital textual genre; Homepage

Section 1 COMMUNICATIVE PURPOSE	in the reading mode, in which the homepage is a text
	in the navigating mode, in which it is a means of transportation from one page to the other
Section 2 FUNCTIONAL UNITS used to realize the communicative purpose	in the reading mode, they consist of the rhetorical structural moves that configure the genre
	in the navigating mode, they are composed of links that allow the user's motion from one page to the other
Section 3 RHETORICAL STRATEGIES employed to realize moves and links	in the reading mode, they are the rhetorical steps
	in the navigating mode, they are the resources employed in the links

READING MODE	ANALYSIS OF MOVES	Study of recurrent information in the genre (moves)
NAVIGATING MODE	ANALYSIS OF LINKS	Study of the way in which information is organized, involving the textual typology that configures the sequences established in the relation between texts A (node) and B (anchor).

MOVE 1 – IDENTIFYING THE INSTITUTION IN CHARGE
Step 1 – Presenting the institution's logotype	and
Step 2 – Informing the modality (distance course), the name of the course and the block of the discipline
MOVE 2 – HIGHLIGHTING ASPECTS OF THE DISCIPLINE
Step 3 – Presenting the composition of the discipline's evaluation	and
Step 4 – Presenting the schedule	and
Step 5 – Presenting the lesson plan
MOVE 3 – INTRODUCING THE NAVIGATION MENU
Step 6 – Introducing navigation topics	and
Step 7 – Introducing configuration topics
MOVE 4 – IDENTIFYING THE DISCIPLINE AND THE TEACHER
Step 8 – Indicating the name of the discipline	and
Step 9 – Introducing the teacher
MOVE 5 – ESTABLISHING CLOSENESS TO THE USER
Step 10 – Welcoming the user	and
Step 11 – Providing general instructions about the discipline	and
Step 12 – Indicating tools for communication among participants
MOVE 6 – HIGHLIGHTING GRADES AND EVALUATION DEADLINES
Step 13 – Informing about grades and evaluation deadlines
MOVE 7 – INTRODUCING THE CONTENT
Step 14 – Introducing the content and the activities of the course

LINK	TEXTUAL SEQUENCE
SCHEDULE	Explorative description by aspectualization (qualification or attribution of properties)
LESSON PLAN	Explorative description by aspectualization (qualification or attribution of properties)
DIDACTIC MATERIAL	Explorative description by aspectualization (qualification or attribution of properties)
NAVIGATION LINK	Explorative description by aspectualization (qualification or attribution of properties)
NEWS FORUM	Explorative description by aspectualization (qualification or attribution of properties)
TALK TO THE TEACHER FORUM	Expository description
CONTENT INTRODUCTION LINK	Explorative description by aspectualization (qualification or attribution of properties) Expository description

TEACHER IN CHARGE	SEQUENCE RELATIONSHIP BETWEEN TEXTS A AND B
A	Expository description
B	Explorative description by aspectualization (qualification or attribution of properties)
C	Explorative description by aspectualization (qualification or attribution of properties)

Brasil

Brasil

TWO-DIMENSIONAL SOCIORHETORICAL ORGANIZATION OF THE DIGITAL GENRE HOMEPAGE IN DISCIPLINES OF AN ONLINE COURSE¹ 1 This article is part of a research carried out with the support of FUNDASP-PUC/SP.

ABSTRACT:

Brasil

Brasil

TWO-DIMENSIONAL SOCIORHETORICAL ORGANIZATION OF THE DIGITAL GENRE HOMEPAGE IN DISCIPLINES OF AN ONLINE COURSE1 1 This article is part of a research carried out with the support of FUNDASP-PUC/SP.

ABSTRACT:

TWO-DIMENSIONAL SOCIORHETORICAL ORGANIZATION OF THE DIGITAL GENRE HOMEPAGE IN DISCIPLINES OF AN ONLINE COURSE¹ 1 This article is part of a research carried out with the support of FUNDASP-PUC/SP.