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dc.contributorFacultad de Filosofia y Letrases_ES
dc.contributor.advisorMoreno Fernández, Ana Isabel 
dc.contributor.authorGalán da Costa, Ana Lis
dc.contributor.otherFilologia Inglesaes_ES
dc.date2018-07-03
dc.date.accessioned2018-09-13T11:11:54Z
dc.date.available2018-09-13T11:11:54Z
dc.date.issued2018-09-13
dc.date.submitted2018-07-03
dc.identifier.urihttp://hdl.handle.net/10612/8636
dc.description.abstractAs a future highschool EFL teacher, the analysis of pedagogical material for the improvement of student’s learning experience is one of my main interests. Because of this, the present study focuses on the analysis of a selection of argumentative texts, specifically PCEs, taken from textbooks of different publishing houses (Oxford, Burlington, Macmillan, Cambridge, Longman) and for the level of Bachillerato. The aim of this study is two-fold: to find out whether authors propose the same model for this subgenre and have a clear idea of its conceptualization, and to identify the typical generic structure of PCEs, also analysing which language expressions are associated with each move and step, and the different ways PCEs can be organised formally. The results from the analysis of the generic structure will be used to create proposals for its application in the EFL classes_ES
dc.languageenges_ES
dc.relationMáster Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomases_ES
dc.subjectLengua inglesaes_ES
dc.subject.otherEnseñanzaes_ES
dc.subject.otherProses_ES
dc.subject.otherContrases_ES
dc.subject.otherGéneroes_ES
dc.titleThe "pros and cons" essay as an ELT School genre = Las redacciones de "pros" y "contras" como género en la enseñanza de ingléses_ES
dc.typeinfo:eu-repo/semantics/masterThesises_ES


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