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➧ PROVA DE LÍNGUA INGLESA: UECE-2011/2-2ª FASE-VESTIBULAR, aplicada em 03/07/2011.
➧ BANCA/ORGANIZADOR: Universidade Estadual do Ceará - Comissão Executiva do Vestibular - www.uece.br/cev.
➧ PADRÃO/COMPOSIÇÃO DA PROVA: 20 questões do tipo múltipla escolha (A,B,C,D).
➧ GABARITO:
01-B, 02-C, 03-B, 04-C, 05-D
06-X, 07-D, 08-D, 09-B, 10-A
11-B, 12-C, 13-B, 14-A, 15-B
16-A, 17-B, 18-B, 19-C, 20-D
➧ TEXT I:
Prof. Katherine Rowe's blue-haired avatar was flying across a grassy landscape to a virtual three-dimensional re-creation of the Globe Theater, where some students from her introductory Shakespeare class at Bryn Mawr College had already gathered online. Their assignment was to create characters on the Web site Theatron3 and use them to block scenes from the gory revenge tragedy "Titus Andronicus," to see how setting can heighten the drama. "I've done this class before in a theater and a lecture hall, but it doesn't work as well," Ms. Rowe said, explaining that it was difficult for students to imagine what it would be like to put on a production in the 16th-century Globe, a circular open-air theater without electric lights, microphones and a curtain.
Jennifer Cook, a senior, used her laptop to move a black-clad avatar center stage. She and the other half-dozen students agreed that in "Titus," the rape, murders and final banquet — when the Queen unknowingly eats the remains of her two children — should all take place in the same spot. "Every time someone is in that space,"Ms. Cook said, ― the audience is going to say, Uh oh, you don‘t want to be there.'"
Students like Ms. Cook are among the first generation of undergraduates at dozens of colleges to take humanities courses — even Shakespeare — that are deeply influenced by a new array of powerful digital tools and vast online archives. Ms. Rowe's students, who have occasionally met with her on the virtual Globe stage while wearing pajamas in their dorm rooms, are enthusiastic about the technology.
At the University of Virginia, history undergraduates have produced a digital visualization of the college‘s first library collection, allowing them to consider what the selection of books says about how knowledge was classified in the early 18th century. At Hamilton College, students can explore a virtual re-creation of the South African township of Soweto during the 1976 student uprisings, or sign up for "e-lack studies" to examine how cyberspace reflects and shapes the portrayal of minorities.
Many teachers and administrators are only beginning to figure out the contours of this emerging field of digital humanities, and how it should be taught. In the classroom, however, digitally savvy undergraduates are not just ready to adapt to the tools but also to explore how new media may alter the very process of reading, interpretation and analysis. "There's a very exciting generation gap in the classroom," said Ms. Rowe, who developed the digital components of her Shakespeare course with a graduate student who now works at Google. "Students are fluent in new media, and the faculty bring sophisticated knowledge of a subject. It‘s a gap that won't last more than a decade. In 10 years these students will be my colleagues, but now it presents unusual learning opportunities." As Ms. Cook said, "The Internet is less foreign to me than a Shakespeare play written 500 years ago."
Bryn Mawr's unusually close partnership with Haverford College and Swarthmore College has enabled the three institutions to pool their resources, students and faculty. In November students from all three participated in the first Digital Humanities Conference for Undergraduates.
Jen Rajchel, one of the conference organizers, is the first undergraduate at Bryn Mawr to have a digital senior thesis accepted by the English department: a Web site and archive on the American poet Marianne Moore, who attended the college nearly a century ago. Presenting a Moore poem on the Web site while simultaneously displaying commentary in different windows next to the text (as opposed to listing them in a paper) more accurately reflects the work‘s multiple meanings, according to Ms. Rajchel. After all, she argued in the thesis, Moore was acutely aware of her audience and made subtle alterations in her poems for different publications — changes that are more easily illustrated by displaying the various versions. The Web presentation of Moore‘s poetry also allows readers to add comments and talk to one another, which Ms. Rajchel believes matches the poet‘s interest in opening a dialogue with her readers.
Particularly inspiring to Ms. Rajchel is that her work doesn't disappear after being deposited in a professor‘s in box. The site, which includes scans of original documents from Bryn Mawr‘s library, was (and remains) viewable. "It really can go outside of the classroom," she said, adding that an established Marianne Moore scholar at another university had left a comment.
Doing research that lives outside the classroom is also what drew Anna Levine, a junior at Swarthmore, to digital humanities. Over the summer and after class, she and Richard Li, a senior at Swarthmore, worked with Rachel Buurma, an assistant professor of literature there, to develop the Early Novels Database for the University of Pennsylvania's Rare Book and Manuscript Library, which enables users to search more thoroughly through fiction published between 1660 and 1830. "I am the one doing all the grunt work,"Ms. Levine said of her tasks, which largely involve entering details about a novel into the database. "But one of the great things is as an undergraduate, it really enables me to participate in a scholarly community."
In a Swarthmore lounge where Ms. Buurma‘s weekly research seminar on Victorian literature and culture meets, Ms. Levine and a handful of other students recently settled into a cozy circle on stuffed chairs and couches. As part of their class work, they have been helping to correct the transcribed online versions of Household Words and All the Year Round, two 19thcentury periodicals in which Charles Dickens initially published some novels, including "Great Expectations," in serial form. On a square coffee table sat a short stack of original issues of the magazine that a librarian had brought from the college‘s collection to show the class. Students discussed how the experience of reading differs, depending on whether the text is presented in discrete segments, surrounded by advertisements or in a leather binding; whether you are working in an archive, editing online or reading for pleasure.
Those skeptical of the digital humanities worry that the emphasis on data analysis will distract students from delving deeply into the heart and soul of literary texts. But Ms. Buurma contends that these undergraduates are in fact reading quite closely.
01 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
Jennifer Cook, a senior, used her laptop to move a black-clad avatar center stage. She and the other half-dozen students agreed that in "Titus," the rape, murders and final banquet — when the Queen unknowingly eats the remains of her two children — should all take place in the same spot. "Every time someone is in that space,"Ms. Cook said, ― the audience is going to say, Uh oh, you don‘t want to be there.'"
Students like Ms. Cook are among the first generation of undergraduates at dozens of colleges to take humanities courses — even Shakespeare — that are deeply influenced by a new array of powerful digital tools and vast online archives. Ms. Rowe's students, who have occasionally met with her on the virtual Globe stage while wearing pajamas in their dorm rooms, are enthusiastic about the technology.
At the University of Virginia, history undergraduates have produced a digital visualization of the college‘s first library collection, allowing them to consider what the selection of books says about how knowledge was classified in the early 18th century. At Hamilton College, students can explore a virtual re-creation of the South African township of Soweto during the 1976 student uprisings, or sign up for "e-lack studies" to examine how cyberspace reflects and shapes the portrayal of minorities.
Many teachers and administrators are only beginning to figure out the contours of this emerging field of digital humanities, and how it should be taught. In the classroom, however, digitally savvy undergraduates are not just ready to adapt to the tools but also to explore how new media may alter the very process of reading, interpretation and analysis. "There's a very exciting generation gap in the classroom," said Ms. Rowe, who developed the digital components of her Shakespeare course with a graduate student who now works at Google. "Students are fluent in new media, and the faculty bring sophisticated knowledge of a subject. It‘s a gap that won't last more than a decade. In 10 years these students will be my colleagues, but now it presents unusual learning opportunities." As Ms. Cook said, "The Internet is less foreign to me than a Shakespeare play written 500 years ago."
Bryn Mawr's unusually close partnership with Haverford College and Swarthmore College has enabled the three institutions to pool their resources, students and faculty. In November students from all three participated in the first Digital Humanities Conference for Undergraduates.
Jen Rajchel, one of the conference organizers, is the first undergraduate at Bryn Mawr to have a digital senior thesis accepted by the English department: a Web site and archive on the American poet Marianne Moore, who attended the college nearly a century ago. Presenting a Moore poem on the Web site while simultaneously displaying commentary in different windows next to the text (as opposed to listing them in a paper) more accurately reflects the work‘s multiple meanings, according to Ms. Rajchel. After all, she argued in the thesis, Moore was acutely aware of her audience and made subtle alterations in her poems for different publications — changes that are more easily illustrated by displaying the various versions. The Web presentation of Moore‘s poetry also allows readers to add comments and talk to one another, which Ms. Rajchel believes matches the poet‘s interest in opening a dialogue with her readers.
Particularly inspiring to Ms. Rajchel is that her work doesn't disappear after being deposited in a professor‘s in box. The site, which includes scans of original documents from Bryn Mawr‘s library, was (and remains) viewable. "It really can go outside of the classroom," she said, adding that an established Marianne Moore scholar at another university had left a comment.
Doing research that lives outside the classroom is also what drew Anna Levine, a junior at Swarthmore, to digital humanities. Over the summer and after class, she and Richard Li, a senior at Swarthmore, worked with Rachel Buurma, an assistant professor of literature there, to develop the Early Novels Database for the University of Pennsylvania's Rare Book and Manuscript Library, which enables users to search more thoroughly through fiction published between 1660 and 1830. "I am the one doing all the grunt work,"Ms. Levine said of her tasks, which largely involve entering details about a novel into the database. "But one of the great things is as an undergraduate, it really enables me to participate in a scholarly community."
In a Swarthmore lounge where Ms. Buurma‘s weekly research seminar on Victorian literature and culture meets, Ms. Levine and a handful of other students recently settled into a cozy circle on stuffed chairs and couches. As part of their class work, they have been helping to correct the transcribed online versions of Household Words and All the Year Round, two 19thcentury periodicals in which Charles Dickens initially published some novels, including "Great Expectations," in serial form. On a square coffee table sat a short stack of original issues of the magazine that a librarian had brought from the college‘s collection to show the class. Students discussed how the experience of reading differs, depending on whether the text is presented in discrete segments, surrounded by advertisements or in a leather binding; whether you are working in an archive, editing online or reading for pleasure.
Those skeptical of the digital humanities worry that the emphasis on data analysis will distract students from delving deeply into the heart and soul of literary texts. But Ms. Buurma contends that these undergraduates are in fact reading quite closely.
Source: http://www.nytimes.com/March 21, 2011.
According to Katherine Rowe, the generation gap that exists in classrooms today will
A) last for at least twenty years.
B) not last more than ten years.
C) remain until digital illiteracy is over.
D) continue until more colleges use new media.
B) not last more than ten years.
C) remain until digital illiteracy is over.
D) continue until more colleges use new media.
👍 Comentários e Gabarito B
De acordo com Katherine Rowe, a diferença entre gerações existente nas salas de aula hoje...*Alternativa (A): vai durar pelo menos vinte anos.
*Alternativa (B): não durará mais que dez anos.
*Alternativa (C): vai permanecer até que o analfabetismo digital acabe.
*Alternativa (D): incorreto: vai continuar até que mais faculdades utilizem novas mídias.
➽ Veja no 3º parágrafo:
[...] "Students are fluent in new media, and the faculty bring sophisticated knowledge of a subject. It‘s a gap that won't last more than a decade. In 10 years these students will be my colleagues, but now it presents unusual learning opportunities." As Ms. Cook said, "The Internet is less foreign to me than a Shakespeare play written 500 years ago."
("Os alunos são fluentes em novas mídias, e os professores trazem um conhecimento sofisticado de um assunto. É uma lacuna que não durará mais de uma década. Em 10 anos, esses alunos serão meus colegas, mas agora apresentam oportunidades incomuns de aprendizado. " Como disse Cook, "a Internet é menos estranha para mim do que uma peça de Shakespeare escrita há 500 anos".)
02 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
A) being able to perform "Romeo and Juliet" in class.
B) figuring out how Google works.
C) using digital tools and numerous online archives.
D) being involved in the partnership with Hamilton College.
👍 Comentários e Gabarito C
Os alunos de Rowe ESTÃO ANIMADOS(are excited) em ...
*Alternativa (A): ser capaz de representar "Romeu e Julieta" em sala de aula.
*Alternativa (B): descobrir como o Google funciona.
*Alternativa (C): usar ferramentas digitais e inúmeros arquivos on-line.
*Alternativa (D): estar envolvido na parceria com o Hamilton College.
O texto relata no 3º parágrafo:
[...] Students like Ms. Cook are among the first generation of undergraduates at dozens of colleges to take humanities courses — even Shakespeare — that are deeply influenced by a new array of powerful digital tools and vast online archives. Ms. Rowe‘s students, who have occasionally met with her on the virtual Globe stage while wearing pajamas in their dorm rooms, are enthusiastic about the technology.
(Estudantes como a Sra. Cook estão entre a primeira geração de alunos de graduação em dezenas de faculdades para cursos de humanidades - até mesmo Shakespeare - que ESTÃO PROFUNDAMENTO INFLUENCIADOS POR UMA NOVA GAMA DE PODEROSAS FERRAMENTAS DIGITAIS E VASTOS ARQUIVOS ON-LINE. Os alunos de Rowe, que ocasionalmente se encontraram com ela no palco virtual do Globe enquanto usavam pijamas em seus dormitórios, estão entusiasmados com a tecnologia.)
03 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
A) can be displayed online the first time in US.
B) does not vanish after being put in an in box.
C) is discussed by students in a cozy environment.
D) is included in the Early Novel Database.
👍 Comentários e Gabarito B
Jen Rajchel, que ajudou a organizar a Conferência Digital de Humanidades para ESTUDANTES UNIVERSITÁRIOS(undergraduates), considerou muito positivo que sua tese sênior...
*Alternativa (A): PODER SER EXIBIDA on-line pela primeira vez nos EUA.
*Alternativa (B): NÃO DESAPARECER depois de ser posta em uma caixa.
*Alternativa (C): SER DISCUTIDA pelos alunos em um ambiente acolhedor.
*Alternativa (D): ESTAR INCLUÍDA no Early Novel Database.
➽ O texto relata no penúltimo parágrafo:
"[...] Particularly inspiring to Ms. Rajchel is that her work doesn't disappear after being deposited in a professor's in box."
(Particularmente inspirador para a Sra. Rajchel é
que seu trabalho não desaparece depois de ser
depositado em uma caixa do professor.)
➽ TO DISAPPEAR=TO VANISH=desaparecer.
04 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
A) create new computer games on Web sites but also to block incestuous scenes from Shakespeare‘s tragedies.
B) develop the digital components of Arthur Miller‘s plays but also to correct Dicken‘s 19th century periodicals.
C) adjust to the new tools but also to explore how new media can change the way one reads, interprets, and analyzes texts.
D) disregard data analysis but also to delve into the grammar of a literary text.
👍 Comentários e Gabarito C
Quanto ao campo das humanidades digitais, o texto menciona que os universitários perspicazes não apenas são capazes de ...
*Alternativa (A): CRIAR novos jogos de computador em sites, mas também para bloquear cenas incestuosas das tragédias de Shakespeare.
*Alternativa (B): DESENVOLVER os componentes digitais das peças de Arthur Miller, mas também para corrigir os periódicos do século XIX de Dicken.
*Alternativa (C): AJUSTAR-SE às novas ferramentas, mas também explorar como as novas mídias podem mudar a forma como se lê, interpreta e analisa textos.
*Alternativa (D): DESCONSIDERAR a análise de dados, mas também mergulhe na gramática de um texto literário.
➽ Veja no 5º parágrafo:
"[...] Many teachers and administrators are only beginning to figure out the contours of this emerging field of digital humanities, and how it should be taught. In the classroom, however, digitally savvy undergraduates are not just ready to adapt to the tools but also to explore how new media may alter the very process of reading, interpretation and analysis."
(Muitos professores e administradores estão apenas começando a descobrir os contornos desse campo emergente de humanidades digitais e como isso deve ser ensinado. Na sala de aula, no entanto, alunos de graduação digitalmente experientes não estão apenas prontos para se adaptar às ferramentas, mas também para explorar como as novas mídias podem alterar o próprio processo de leitura, interpretação e análise.)
05 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
A) produce a virtual Shakespearean theater.
B) make a black-clad avatar center stage.
C) present poetry online for readers to make comments.
D) digitally visualize the college's first library collection.
👍 Comentários e Gabarito D
TÓPICO - Segundo o texto, os estudantes da Universidade da Virginia têm sido capazes de ...
*Alternativa (A): PRODUZIR um teatro virtual de Shakespeare.
*Alternativa (B): FAZER um palco central de avatar vestido de preto.
*Alternativa (C): APRESENTAR poesia on-line para os leitores fazerem comentários.
*Alternativa (D): VISUALIZAR digitalmente a 1ª coleção da biblioteca da faculdade.
➽ Veja no 4º parágrafo:
"[...] At the University of Virginia, history undergraduates have produced a digital visualization of the college's first library collection, allowing them to consider what the selection of books says about how knowledge was classified in the early 18th century."
(Na Universidade da Virgínia, universitários de história produziram uma visualização digital da primeira coleção da biblioteca da faculdade, permitindo-lhes considerar o que a seleção de livros diz sobre como o conhecimento foi classificado no início do século XVIII.)
06 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
A) use their laptops and tablets in classrooms on a daily basis.
B) discuss a selection of books from the twentieth century.
C) research literary works from the second half of the 15th century to the early 17th century.
D) scan original documents from Bryn Mawr‘s Library.
👍 Comentários e Gabarito X
O Early Novels Database permitiu que os usuários ...
*Alternativa (A): USEM seus laptops e tablets nas salas de aula diariamente.
*Alternativa (B): DISCUTAM uma seleção de livros do século XX.
*Alternativa (C): PESQUISEM obras literárias da segunda metade do século XV ao início do século XVII.
*Alternativa (D): DIGITALIZEM documentos originais da Biblioteca Bryn Mawr.
➽ O texto relata:
"[...] Over the summer and after class, she and Richard Li, a senior at Swarthmore, worked with Rachel Buurma, an assistant professor of literature there, to develop the Early Novels Database for the University of Pennsylvania's Rare Book and Manuscript Library, which enables users to search more thoroughly through fiction published between 1660 and 1830."
(Durante o verão e depois da aula, ela e Richard Li, um sênior da Swarthmore, trabalharam com Rachel Buurma, professora assistente de literatura da cidade, para desenvolver o Early Novels Database da Biblioteca de Manuscritos e Livros Raros da Universidade da Pensilvânia, que permite aos usuários procurarem mais completamente através da ficção publicada entre 1660 e 1830.)
➽ 1660 → sec. XVII
➽ 1830 → sec. XIX
07 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
A) discusses Victorian literature.
B) emphasizes data analysis.
C) presents Moore's poems on the Web.
D) does research that goes beyond the classroom.
👍 Comentários e Gabarito D
Uma das razões pelas quais Anna Levine foi atraída por humanidades digitais foi o fato de ...
*Alternativa (A): discutir literatura vitoriana.
*Alternativa (B): enfatizar a análise de dados.
*Alternativa (C): apresentar poemas de Moore na Web.
*Alternativa (D): fazer pesquisa que vai além da sala de aula.
➽ O texto relata:
"[...] Doing research that lives outside the classroom is also what drew Anna Levine, a junior at Swarthmore, to digital humanities. "
(Fazer pesquisa que vive fora da sala de aula é também o que atraiu Anna Levine, uma jovem em Swarthmore, para humanidades digitais.)
08 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
A) get carried away by other attractions.
B) are not able to focus entirely on the text.
C) are indifferent to the text and to the new media.
D) are really reading carefully.
👍 Comentários e Gabarito D
Quanto à questão de saber se a abordagem das humanidades digitais pode levar a atenção dos UNIVERSITÁRIOS para os aspectos centrais das obras literárias, a Sra. Buurma argumenta que...
*Alternativa (A): eles se deixam levar por outras atrações.
*Alternativa (B): eles não são capazes de se concentrar inteiramente no texto.
*Alternativa (C): eles são indiferentes ao texto e às novas mídias.
*Alternativa (D): eles estão realmente lendo atentamente.
➽ O texto relata:
"[...] But Ms. Buurma contends that these undergraduates are in fact reading quite closely."
(Mas Buurma afirma que esses universitários estão de fato lendo ATENTAMENTE(com atenção,bem de perto).
09 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
Choose that alternative.
A) In the US, all teachers are comfortably dealing with digital humanities in schools and colleges.
B) Students are more familiarized with the internet than with Shakespeare's plays.
C) Digital senior theses have already become the main stream in American schools.
D) An attempt to make some nineteenth century periodicals available online has not been successful.
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
Entre as frases seguintes, apenas uma contém informações que estão de acordo com o texto. Escolha essa alternativa.
*Alternativa (A): Nos EUA, TODOS OS PROFESSORES estão lidando confortavelmente com humanidades digitais em escolas e faculdades.
*Alternativa (B): Os alunos estão mais familiarizados com a internet do que com as peças de Shakespeare.
*Alternativa (C): Teses seniores digitais já se tornaram o fluxo principal nas escolas americanas.
*Alternativa (D): Uma tentativa de disponibilizar alguns periódicos do século dezenove on-line não foi bem-sucedida.
Among the following sentences, only one DOES NOT contain information from the text.
B) Students are more familiarized with the internet than with Shakespeare's plays.
C) Digital senior theses have already become the main stream in American schools.
D) An attempt to make some nineteenth century periodicals available online has not been successful.
👍 Comentários e Gabarito B
Entre as frases seguintes, apenas uma contém informações que estão de acordo com o texto. Escolha essa alternativa.
*Alternativa (A): Nos EUA, TODOS OS PROFESSORES estão lidando confortavelmente com humanidades digitais em escolas e faculdades.
*Alternativa (B): Os alunos estão mais familiarizados com a internet do que com as peças de Shakespeare.
*Alternativa (C): Teses seniores digitais já se tornaram o fluxo principal nas escolas americanas.
*Alternativa (D): Uma tentativa de disponibilizar alguns periódicos do século dezenove on-line não foi bem-sucedida.
10 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
Choose that alternative.
A) Katherine Rowe prefers to teach in a lecture hall, other than through the Web site Theatron3.
B) Ms. Rowe's Shakespeare‘s digital course was made possible with the help of a student.
C) Students are involved in discussions about reading experiences through various media.
D) Some people are still skeptical of the digital humanities.
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO :
Entre as frases seguintes, apenas uma não contém informações do texto. Escolha essa alternativa.
*Alternativa (A): Katherine Rowe prefere ensinar em uma sala de aula, além do site Theatron3.
*Alternativa (B): O curso digital da Sra. Rowe Shakespeare foi possível com a ajuda de um aluno.
*Alternativa (C): Os alunos estão envolvidos em discussões sobre a leitura de experiências através de vários meios de comunicação.
*Alternativa (D): Algumas pessoas ainda são céticas em relação às humanidades digitais.
The sentences
B) Ms. Rowe's Shakespeare‘s digital course was made possible with the help of a student.
C) Students are involved in discussions about reading experiences through various media.
D) Some people are still skeptical of the digital humanities.
👍 Comentários e Gabarito A
Entre as frases seguintes, apenas uma não contém informações do texto. Escolha essa alternativa.
*Alternativa (A): Katherine Rowe prefere ensinar em uma sala de aula, além do site Theatron3.
*Alternativa (B): O curso digital da Sra. Rowe Shakespeare foi possível com a ajuda de um aluno.
*Alternativa (C): Os alunos estão envolvidos em discussões sobre a leitura de experiências através de vários meios de comunicação.
*Alternativa (D): Algumas pessoas ainda são céticas em relação às humanidades digitais.
11 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
"Prof. Katherine Rowe’s blue-haired avatar was flying across a grassy landscape to a virtual three-dimensional recreation of the Globe Theater, where some students from her introductory Shakespeare class at Bryn Mawr College had already gathered online.",
"Students are fluent in new media, and the faculty bring sophisticated knowledge of a subject."
and
"In 10 years these students will be my colleagues, but now it presents unusual learning opportunities."
contain clauses that should be classified respectively as
A) coordinate, subordinate and subordinate.
B) subordinate, coordinate and coordinate.
C) coordinate, coordinate and subordinate.
D) subordinate, subordinate and coordinate.
👍 Comentários e Gabarito B
TÓPICO - Questão gramatical "COORDINATE AND SUBORDINATE SENTENCES"(Orações Coordenadas e Subordinadas):➽ 1ª SENTENÇA: "WHERE" no início da oração →, caracteriza uma ORAÇÃO SUBORDINADA ADJETIVA, veja:
"Prof. Katherine Rowe's blue-haired avatar was flying across a grassy landscape to a virtual three-dimensional recreation of the Globe Theater, where some students from her introductory Shakespeare class at Bryn Mawr College had already gathered online."
(O avatar de cabelos azuis da Prof. Katherine Rowe estava voando através de uma paisagem gramada para uma recriação tridimensional virtual do Globe Theatre, onde alguns alunos de sua classe introdutória de Shakespeare no Bryn Mawr College já haviam se reunido online."
➽ 2ª SENTENÇA: "AND" no início da oração →, caracteriza uma ORAÇÃO COORDENADA ADITIVA, veja:
"Students are fluent in new media, and the faculty bring sophisticated knowledge of a subject."
("Os estudantes são fluentes em novas mídias, e os professores trazem conhecimento sofisticado de um assunto".)
➽ 3ª SENTENÇA: "BUT" no início da oração → caracteriza uma ORAÇÃO COORDENADA ADVERSATIVA, veja:
"In 10 years these students will be my colleagues, but now it presents unusual learning opportunities."
(Em 10 anos, esses alunos serão meus colegas, mas agora apresentam oportunidades de aprendizado incomuns.)
12 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
The sentences
"Students like Ms. Cook are among the first generation of undergraduates at dozens of colleges to take humanities courses — even Shakespeare — that are deeply influenced by a new array of powerful digital tools and vast online archives.",
"The site, which includes scans of original documents from Bryn Mawr’s library, was (and remains) viewable."
and
"Ms. Rowe’s students, who have occasionally met with her on the virtual Globe stage while wearing pajamas in their dorm rooms, are enthusiastic about the technology."
contain, respectively, relative clauses of the following types:
A) non-defining, defining and non-defining.
B) non-defining, non-defining and defining.
C) defining, non-defining and non-defining.
D) defining, defining and defining.
➽ 1ª SENTENÇA: o pronome relativo "THAT" não faz parte de nenhuma oração apositiva(entre vírgulas), carateriza → DEFINING(oração restritiva):
"Students like Ms. Cook are among the first generation of undergraduates at dozens of colleges to take humanities courses — even Shakespeare — THAT are deeply influenced by a new array of powerful digital tools and vast online archives."
(Estudantes como a Sra. Cook estão entre a primeira geração de alunos de graduação em dezenas de faculdades para cursos de humanidades - até mesmo Shakespeare - que são profundamente influenciados por uma nova gama de poderosas ferramentas digitais e vastos arquivos on-line.)
➽ 2ª SENTENÇA: o pronome relativo "WHICH" no início da oração, colocado após vírgula, caracteriza → NON-DEFINING(oração explicativa):
"The site, WHICH includes scans of original documents from Bryn Mawr's library, was (and remains) viewable."
(O site, que inclui digitalizações de documentos originais da biblioteca de Bryn Mawr, era (e permanece) visível.)
➽ 3ª SENTENÇA: O pronome relativo "WHO" no início da oração, no início da oração, colocado após vírgula, caracteriza → NON-DEFINING(oração explicativa):
"Ms. Rowe's students, WHO have occasionally met with her on the virtual Globe stage while wearing pajamas in their dorm rooms, are enthusiastic about the technology."
("Os alunos de Rowe, que ocasionalmente se encontraram com ela no palco virtual do Globe enquanto usavam pijamas em seus dormitórios, estão entusiasmados com a tecnologia.")
B) non-defining, non-defining and defining.
C) defining, non-defining and non-defining.
D) defining, defining and defining.
👍 Comentários e Gabarito C
TÓPICO - Questão gramatical sobre "RELATIVES CLAUSES"(Orações com pronomes relativos):➽ 1ª SENTENÇA: o pronome relativo "THAT" não faz parte de nenhuma oração apositiva(entre vírgulas), carateriza → DEFINING(oração restritiva):
"Students like Ms. Cook are among the first generation of undergraduates at dozens of colleges to take humanities courses — even Shakespeare — THAT are deeply influenced by a new array of powerful digital tools and vast online archives."
(Estudantes como a Sra. Cook estão entre a primeira geração de alunos de graduação em dezenas de faculdades para cursos de humanidades - até mesmo Shakespeare - que são profundamente influenciados por uma nova gama de poderosas ferramentas digitais e vastos arquivos on-line.)
➽ 2ª SENTENÇA: o pronome relativo "WHICH" no início da oração, colocado após vírgula, caracteriza → NON-DEFINING(oração explicativa):
"The site, WHICH includes scans of original documents from Bryn Mawr's library, was (and remains) viewable."
(O site, que inclui digitalizações de documentos originais da biblioteca de Bryn Mawr, era (e permanece) visível.)
➽ 3ª SENTENÇA: O pronome relativo "WHO" no início da oração, no início da oração, colocado após vírgula, caracteriza → NON-DEFINING(oração explicativa):
"Ms. Rowe's students, WHO have occasionally met with her on the virtual Globe stage while wearing pajamas in their dorm rooms, are enthusiastic about the technology."
("Os alunos de Rowe, que ocasionalmente se encontraram com ela no palco virtual do Globe enquanto usavam pijamas em seus dormitórios, estão entusiasmados com a tecnologia.")
13 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
In the sentence
"She and the other halfdozen students agreed that in "Titus," the rape, murders and final banquet — when the Queen unknowingly eats the remains of her two children — should all take place in the same spot."
one finds, irrespective of the sequence a/an
A) adverb clause and a restrictive adjective clause.
B) object noun clause and an adverb clause.
C) nonrestrictive adjective clause and an object noun clause.
D) subject noun clause and a place adverb clause.
➽ 1ª SENTENÇA: (agreed that...) → (object noun clause)
"[...] agreed that in "Titus," the rape, murders and final banquet..."
➽ 2ª SENTENÇA: (when the Queen...) → (adverb clause)
"[...] when the Queen unknowingly eats the remains of her two children"
(quando a rainha inconscientemente come os restos de seus dois filhos)
B) object noun clause and an adverb clause.
C) nonrestrictive adjective clause and an object noun clause.
D) subject noun clause and a place adverb clause.
👍 Comentários e Gabarito B
TÓPICO - Questão gramatical "RELATIVES CLAUSES"(Orações com pronomes relativos):➽ 1ª SENTENÇA: (agreed that...) → (object noun clause)
"[...] agreed that in "Titus," the rape, murders and final banquet..."
➽ 2ª SENTENÇA: (when the Queen...) → (adverb clause)
"[...] when the Queen unknowingly eats the remains of her two children"
(quando a rainha inconscientemente come os restos de seus dois filhos)
14 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
The sentences
"At Hamilton College, students can explore a virtual re-creation of the South African township of Soweto during the 1976 student uprisings,…"
and
"… now it presents unusual learning opportunities." contain grammatical structures that should be classified respectively as
A) direct object and direct object.
B) indirect object and object noun clause.
C) subject noun clause and direct object.
D) direct object and indirect object.
➽ 1ª SENTENÇA: O verbo TO EXPLORE é transitivo direto:
"At Hamilton College, students can explore a virtual re-creation of the South African township of Soweto during the 1976 student uprisings,…"
(No Hamilton College, os alunos podem explorar uma recriação virtual da cidade sul-africana de Soweto durante as revoltas estudantis de 1976,…)
➽ 2ª SENTENÇA: O verbo TO PRESENT é transitivo direto:
"… now it presents unusual learning opportunities."
("… Agora apresenta oportunidades de aprendizado incomuns.")
B) indirect object and object noun clause.
C) subject noun clause and direct object.
D) direct object and indirect object.
👍 Comentários e Gabarito A
TÓPICO - Questão gramatical sobre "DIRECT OBJECT"(objeto direto):➽ 1ª SENTENÇA: O verbo TO EXPLORE é transitivo direto:
"At Hamilton College, students can explore a virtual re-creation of the South African township of Soweto during the 1976 student uprisings,…"
(No Hamilton College, os alunos podem explorar uma recriação virtual da cidade sul-africana de Soweto durante as revoltas estudantis de 1976,…)
➽ 2ª SENTENÇA: O verbo TO PRESENT é transitivo direto:
"… now it presents unusual learning opportunities."
("… Agora apresenta oportunidades de aprendizado incomuns.")
15 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
The sentences
"Over the summer and after class, she and Richard Li, a senior at Swarthmore, worked with Rachel Buurma, an assistant professor of literature…",
"Moore was acutely aware of her audience and made subtle alterations in her poems for different publications…"
and
"I've done this class before in a theater and a lecture hall, but it doesn't work as well,"
should be classified respectively as
A) compound, simple, complex.
B) simple, compound, compound.
C) complex, compound, simple.
D) simple, complex, simple.
➽ 1ª SENTENÇA: oração simples
"Over the summer and after class, she and Richard Li, a senior at Swarthmore, worked with Rachel Buurma, an assistant professor of literature…"
("Durante o verão e depois da aula, ela e Richard Li, um sênior da Swarthmore, trabalharam com Rachel Buurma, professora assistente de literatura ...")
➽ 2ª SENTENÇA: oração composta (and)
"Moore was acutely aware of her audience and made subtle alterations in her poems for different publications…"
("Moore estava ciente de sua audiência e fez alterações sutis em seus poemas para diferentes publicações ...")
➽ 3ª SENTENÇA: oração composta (and)
"I've done this class before in a theater and a lecture hall, but it doesn't work as well,"
("Eu fiz essa aula antes em um teatro e uma sala de aula, mas não funciona tão bem").
B) simple, compound, compound.
C) complex, compound, simple.
D) simple, complex, simple.
👍 Comentários e Gabarito B
TÓPICO - Questão gramatical sobre "SIMPLE SENTENCE"(oração simples) e "COMPOUND SENTENCE"(oração composta):➽ 1ª SENTENÇA: oração simples
"Over the summer and after class, she and Richard Li, a senior at Swarthmore, worked with Rachel Buurma, an assistant professor of literature…"
("Durante o verão e depois da aula, ela e Richard Li, um sênior da Swarthmore, trabalharam com Rachel Buurma, professora assistente de literatura ...")
➽ 2ª SENTENÇA: oração composta (and)
"Moore was acutely aware of her audience and made subtle alterations in her poems for different publications…"
("Moore estava ciente de sua audiência e fez alterações sutis em seus poemas para diferentes publicações ...")
➽ 3ª SENTENÇA: oração composta (and)
"I've done this class before in a theater and a lecture hall, but it doesn't work as well,"
("Eu fiz essa aula antes em um teatro e uma sala de aula, mas não funciona tão bem").
16 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
If all the digitally savvy undergraduates could have the chance to choose, they...
A) would prefer to have 3D Shakespeare productions.
B) have just preferred having 3D Shakespeare productions.
C) will prefer to have 3D Shakespeare productions.
D) will really have preferred 3D Shakespeare productions.
👍 Comentários e Gabarito A
TÓPICO - Questão gramatical sobre "CONDITIONAL SENTENCES"(orações condicionais):Se todos os universitários com experiência digital pudessem ter a chance de escolher, eles...
*Alternativa (A): PREFERIRIAM TER produções em 3D de Shakespeare.
*Alternativa (B): somente TÊM PREFERIDO TER produções em 3D de Shakespeare.
*Alternativa (C): preferirão ter produções em 3D de Shakespeare.
*Alternativa (D): realmente terá preferido produções 3D Shakespeare.
➽ Na oração dada, a IF CLAUSE está no "SIMPLE PAST"(could) e por isso a MAIN CLAUSE deverá ficar na CONDICIONAL SIMPLES(would verbo).
17 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
In terms of voice, the sentences
"I've done this class before in a theater and a lecture hall,",
"In November students from all three (institutions) participated in the first Digital Humanities Conference for Undergraduates."
and
"Old periodicals have been transcribed and corrected by students."
are respectively in the
A) active voice, passive voice and active voice.
B) active voice, active voice and passive voice.
C) passive voice, active voice and passive voice.
D) passive voice, passive voice and active voice.
➽ 1ª SENTENÇA: voz ativa
"I've done this class before in a theater and a lecture hall,"
("Eu já fiz essa aula antes em um teatro e uma sala de aula")
➽ 2ª SENTENÇA: voz ativa
"In November students from all three (institutions) participated in the first Digital Humanities Conference for Undergraduates."
("Em novembro, alunos de todas as três instituições participaram da primeira Conferência de Humanidades Digitais para Estudantes de Graduação.")
➽ 3ª SENTENÇA: voz passiva
"Old periodicals have been transcribed and corrected by students."
(Os periódicos antigos tê sido transcritos e corrigidos pelos alunos.)
B) active voice, active voice and passive voice.
C) passive voice, active voice and passive voice.
D) passive voice, passive voice and active voice.
👍 Comentários e Gabarito B
TÓPICO - Questão gramatical sobre "PASSIVE VOICE"(Voz Passiva: verbo TO BE + PAST PARTICIPLE de um verbo principal):➽ 1ª SENTENÇA: voz ativa
"I've done this class before in a theater and a lecture hall,"
("Eu já fiz essa aula antes em um teatro e uma sala de aula")
➽ 2ª SENTENÇA: voz ativa
"In November students from all three (institutions) participated in the first Digital Humanities Conference for Undergraduates."
("Em novembro, alunos de todas as três instituições participaram da primeira Conferência de Humanidades Digitais para Estudantes de Graduação.")
➽ 3ª SENTENÇA: voz passiva
"Old periodicals have been transcribed and corrected by students."
(Os periódicos antigos tê sido transcritos e corrigidos pelos alunos.)
18 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
The following –ing ending words explaining, allowing, reading, exciting, and binding are respectively classified according to their function in the text as
A) adjective, noun, verb, adjective, noun.
B) verb, verb, noun, adjective, noun.
C) noun, verb, adjective, noun, noun.
D) verb, noun, noun, verb, adjective.
👍 Comentários e Gabarito B
TÓPICO - Questão gramatical sobre "ANÁLISE MORFOLÓGICA:➽ explaining → verbo
➽ allowing → verbo
➽ reading(leitura) → substantivo
➽ exciting → adjetivo (está qualificando o substantivo GENERATION)
➽ binding → substantivo
19 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
"Katherine Rowe’s blue-haired avatar was flying across a grassy landscape",
"Some students had already gathered online."
and
"On a square coffee table sat a short stack of original issues of the magazine…"
are respectively in the
A) present continuous, present perfect, simple past.
B) past perfect continuous, past perfect, past perfect.
C) past continuous, past perfect, simple past.
D) past continuous, simple past, simple present.
➽ 1ª SENTENÇA: past continuous(TO BE no passado, VERBO PRINCIPAL NO GERÚNDIO)
"Katherine Rowe’s blue-haired avatar was flying across a grassy landscape"
("Avatar de cabelos azuis de Katherine Rowe estava voando em uma paisagem gramada")
➽ 2ª SENTENÇA: past perfect(HAD + PAST PARTICIPLE do verbo principal)
"Some students had already gathered online."
(Alguns alunos já se reuniram online.)
➽ 3ª SENTENÇA: simple past(verbo principal no passado)
"On a square coffee table sat a short stack of original issues of the magazine…"
(Em uma mesa de café quadrada havia uma pequena pilha de edições originais da revista ...)
In the sentence
B) past perfect continuous, past perfect, past perfect.
C) past continuous, past perfect, simple past.
D) past continuous, simple past, simple present.
👍 Comentários e Gabarito C
TÓPICO - Questão gramatical sobre "VERBAL TENSES"(tempos verbais):➽ 1ª SENTENÇA: past continuous(TO BE no passado, VERBO PRINCIPAL NO GERÚNDIO)
"Katherine Rowe’s blue-haired avatar was flying across a grassy landscape"
("Avatar de cabelos azuis de Katherine Rowe estava voando em uma paisagem gramada")
➽ 2ª SENTENÇA: past perfect(HAD + PAST PARTICIPLE do verbo principal)
"Some students had already gathered online."
(Alguns alunos já se reuniram online.)
➽ 3ª SENTENÇA: simple past(verbo principal no passado)
"On a square coffee table sat a short stack of original issues of the magazine…"
(Em uma mesa de café quadrada havia uma pequena pilha de edições originais da revista ...)
20 – (UECE-2011/2-2ª FASE-LÍNGUA INGLESA-VESTIBULAR)
"Students are enthusiastic about the technology."
a grammatical element that is present is a/an
A) indirect object.
B) direct object.
C) object complement.
D) subject complement.
➽ SENTENÇA: subject complement ou PREDICATIVO DO SUJEITO(fornece informações sobre o sujeito da oração. Aparecem após os verbo TO BE ou TO SEEM)
"Students are enthusiastic about the technology."
B) direct object.
C) object complement.
D) subject complement.
👍 Comentários e Gabarito D
TÓPICO - Questão gramatical sobre "ANÁLISE SINTÁTICA):➽ SENTENÇA: subject complement ou PREDICATIVO DO SUJEITO(fornece informações sobre o sujeito da oração. Aparecem após os verbo TO BE ou TO SEEM)
"Students are enthusiastic about the technology."
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