UERJ–2023–Exame Único–COLLEGE ENTRANCE EXAMINATION, ANSWERS & LEXICAL APPROACH.

• UERJ (UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO)-Vestibular Estadual-2023-Exame Único. From https://www.vestibular.uerj.br.

❑ ESTRUTURA-PROVA:

• 07 MCQs (Multiple Choice Questions) / 4 Options Each MCQ.

• Texto – | Essential reading on, and beyond,
Indigenous Peoples Day | sierraclub.org |

❑ TEXTO:

Essential reading on, and beyond,

Indigenous Peoples Day

Formerly known as Columbus Day, today is Indigenous Peoples Day in more than 80 (and counting) cities, counties and states. While official recognition of this day began in the late ‘70s, with the UN discussing the replacement of Columbus Day, resistance and challenge to said “holiday” existed in the hearts and minds of indigenous and native peoples long before cities or states began to observe Indigenous Peoples Day.

As land defenders − people who are working for indigenous territories to be protected from contamination and exploitation − we see Indigenous Peoples Day as progress; it signals a crucial shift in our culture to recognize the dark past of colonization. No longer are our communities, towns, cities and states remaining silent and complacent in celebrating the cultural genocide that ensued after Christopher Columbus landed on Turtle Island (a.k.a. North America). Today also means that the erasure of our narrative as indigenous peoples is ending and our truths are rising to the surface. These truths include: Christopher Columbus was not a hero; he was a murderer. The land we all exist on is stolen. The history we’ve been taught is not accurate or complete. And perhaps most important among those truths, indigenous lands are still being colonized, and our people are still suffering the trauma and impacts of colonization. 

Across the country, we continue to see the violation of our rights and treaties as extractive projects are proposed and constructed. Across the nation, we continue to grieve our missing and murdered indigenous women, victims of violence brought to their communities by extractive oil and mining projects. We continue to bear the brunt of climate change as our food sovereignty is threatened by dying ecosystems and as our animal relatives are becoming extinct due to land loss, warmer seasons and/or contamination. And now, we are fighting for the very right to resist as anti-protest laws emerge across the country, which aim to criminalize our people for protecting what is most sacred to us.

Yet, despite these challenges, our people and communities are demonstrating incredible bravery and innovation to bring forth healing and justice. Through the tireless work of indigenous organizers, activists, knowledge keepers and artists, we are learning about what is working and what our movements need more of to dismantle systems like white supremacy and systemic racism that colonization has imposed on our communities.

So while we could dive into the stories of how our people are still being attacked by the many forms of colonization, we find it important on this day, a day that symbolizes progress and evolution, to acknowledge what is working in our communities and in our movements. All too often, our people are framed as victims, and while there’s truth in those narratives, it’s also critical, for our self-actualization as indigenous peoples, to have our strengths, our resilience and our creativity seen and honored.

• JADE BEGAY AND DALLAS GOLDTOOTH sierraclub.org, 08/10/2018

12 – (UERJ-2023-Vestibular-Exame Único) In this text, the authors advocate the following cause:

(A) the transformation of Columbus Day into Indigenous Peoples Day

(B) the understanding that indigenous people are victims of white supremacy

(C) the recognition of indigenous peoples’ strengths, resilience and creativity

(D) the acceptance that indigenous people’s history was not accurate or complete

      Comentários e Gabarito    C  

TÓPICOS - VOCABULÁRIO & IDENTIFICAÇÃO DA IDEIA PRINCIPAL DO TEXTO :

In this text, the authors advocate the following cause:

Neste texto, os autores defendem a seguinte causa:

(A) the transformation of Columbus Day into Indigenous Peoples Day

a transformação do Dia de Colombo no Dia dos Povos Indígenas

(B) the understanding that indigenous people are victims of white supremacy

a compreensão de que os povos indígenas são vítimas da supremacia branca

(C) the recognition of indigenous peoples’ strengths, resilience and creativity

o reconhecimento dos pontos fortes, da resiliência e da criatividade dos povos indígenas

(D) the acceptance that indigenous people’s history was not accurate or complete

a aceitação de que a história dos povos indígenas não era precisa ou completa

>> JUSTIFICATIVA: No último parágrafo, o texto apresenta um resumo das reivindicações dos povos indígenas discutidas ao longo do texto, que seriam: ter o reconhecimento de suas forças, de sua resiliência e de sua criatividade, conforme o trecho:

• "[...] All too often, our people are framed as victims, and while there’s truth in those narratives, it’s also critical, for our self-actualization as indigenous peoples, to have our strengths, our resilience and our creativity seen and honored."
• Com demasiada frequência, o nosso povo é retratado como vítima e, embora haja verdade nestas narrativas, é também fundamental, para a nossa auto-realização enquanto povos indígenas, que os nossos pontos fortes, a nossa resiliência e a nossa criatividade sejam vistos e honrados.

>> "STRENGTHS" - Pontos fortes.

https://dictionary.cambridge.org 

13 – (UERJ-2023-Vestibular-Exame Único) In relation to the process of colonization described in the second paragraph, the text implies the following idea:

(A) it got worse

(B) it has finished

(C) it still has its impacts

(D) it stopped for a while

      Comentários e Gabarito    C  

TÓPICOS - VOCABULÁRIO, RELAÇÃO  SEMÂNTICA ENTRE PARTES DO TEXTO :

In relation to the process of colonization described in the second paragraph, the text implies the following idea:

Em relação ao processo de colonização descrito no 2º parágrafo, o texto sugere a seguinte ideia:

(A) it got worse

agravou-se

(B) it has finished

terminou

(C) it still has its impacts

tem ainda os seus impactos

(D) it stopped for a while

parou durante um tempo

>> JUSTIFICATIVA: As terras indígenas continuam sendo colonizadas e os povos ainda sofrem os traumas do processo de colonização, conforme trecho (final do 2º parágrafo):

• "[...] As land defenders − people who are working for indigenous territories to be protected from contamination and exploitation − we see Indigenous Peoples Day as progress; it signals a crucial shift in our culture to recognize the dark past of colonization. No longer are our communities, towns, cities and states remaining silent and complacent in celebrating the cultural genocide that ensued after Christopher Columbus landed on Turtle Island (a.k.a. North America). Today also means that the erasure of our narrative as indigenous peoples is ending and our truths are rising to the surface. These truths include: Christopher Columbus was not a hero; he was a murderer. The land we all exist on is stolen. The history we’ve been taught is not accurate or complete. And perhaps most important among those truths, indigenous lands are still being colonized, and our people are still suffering the trauma and impacts of colonization. "
• Como defensores da terra — pessoas que trabalham para proteger os territórios indígenas da contaminação e da exploração — vemos o Dia dos Povos Indígenas como um progresso; isto sinaliza uma mudança crucial na nossa cultura para reconhecer o passado sombrio da colonização. As nossas comunidades, cidades, vilas e estados não permanecerão mais em silêncio e complacentes na celebração do genocídio cultural que ocorreu depois de Cristóvão Colombo ter desembarcado na Ilha da Tartaruga (também conhecida como América do Norte). Hoje também significa que o apagamento da nossa narrativa enquanto povos indígenas está a terminar e as nossas verdades estão a vir ao de cima. Estas verdades incluem: Cristóvão Colombo não foi um herói; era um assassino. A terra em que todos existimos foi roubada. A história que nos foi ensinada não é precisa nem completa. E talvez a mais importante entre estas verdades é que as terras indígenas ainda estão sendo colonizadas, e o nosso povo ainda sofre os traumas e os impactos da colonização. 

14 – (UERJ-2023-Vestibular-Exame Único)

• what is most sacred to us. (l. 22-23)

Regarding the indigenous peoples, the fragment above refers to the following elements:

(A) their people, climate and nature

(B) their progress, culture and narratives

(C) the laws that guarantee their rights to protest

(D) the permits to extract their oil and develop mining projects

      Comentários e Gabarito    A  

TÓPICO - INFERÊNCIA & ANÁFORA: 

• what is most sacred to us.
• o que é mais sagrado para nós.

Regarding the indigenous peoples, the fragment above refers to the following elements:

Em relação aos povos indígenas, o fragmento acima faz referência aos seguintes elementos:

(A) their people, climate and nature

o seu povo, clima e natureza

(B) their progress, culture and narratives

 o seu progresso, cultura e narrativas

(C) the laws that guarantee their rights to protest

as leis que garantem os seus direitos de protesto

(D) the permits to extract their oil and develop mining projects

as licenças para extrair o seu petróleo e desenvolver projetos de mineração

>> JUSTIFICATIVA:  Infere-se que as referências ao exposto no fragmento “what is most sacred to us” refere-se ao  seu povo, clima e natureza, conforme trecho:

• "[...] Across the nation, we continue to grieve our missing and murdered indigenous women, victims of violence brought to their communities by extractive oil and mining projects. We continue to bear the brunt of climate change as our food sovereignty is threatened by dying ecosystems and as our animal relatives are becoming extinct due to land loss, warmer seasons and/or contamination."
• Por todo o país, continuamos a lamentar o desaparecimento e o assassinato das nossas mulheres indígenas, vítimas da violência imposta às suas comunidades pelos projetos de extração de petróleo e de mineração. Continuamos a sofrer o impacto das alterações climáticas, uma vez que a nossa soberania alimentar está ameaçada pela morte dos ecossistemas e os nossos parentes animais estão a extinguir-se devido à perda de terras, às estações mais quentes e/ou à contaminação.

15 – (UERJ-2023-Vestibular-Exame Único)

• our people are still being attacked by the many forms of colonization, (l. 29-30)

The sentence above exhibits the passive voice.

Another occurrence of the passive voice is underlined below:

(A) The history we’ve been taught (l. 13)

(B) our animal relatives are becoming extinct (l. 20)

(C) And now, we are fighting for the very right to resist (l. 21)

(D) that colonization has imposed on our communities. (l. 28)

      Comentários e Gabarito    A  

TÓPICO - VOZ PASSIVA "TO BE(flexionado)+Participle Past" :

• our people are still being attacked by the many forms of colonization, (l. 29-30)
• o nosso povo ainda está sendo atacado pelas muitas formas de colonização,

The sentence above exhibits the passive voice.

A frase acima exibe a voz passiva.

Another occurrence of the passive voice is underlined below:

(A) The history we’ve been taught (verbo "BE" no Presente Perfect + Particípio Passado "taugh" )

(B) our animal relatives are becoming extinct (l. 20)

(C) And now, we are fighting for the very right to resist (l. 21)

(D) that colonization has imposed on our communities. (l. 28)

16 – (UERJ-2023-Vestibular-Exame Único)

• to acknowledge what is working in our communities and in our movements. (l. 31)

The underlined word may be substituted, without significant change in meaning, by the one below: (A) confess

(B) admit

(C) reject

(D) allow

      Comentários e Gabarito    B  

TÓPICO - SINONÍMIA :

• to acknowledge what is working in our communities and in our movements.
• reconhecer o que está funcionando nas nossas comunidades e nos nossos movimentos.

The underlined word may be substituted, without significant change in meaning, by the one below: (A) confess confessar

(B) admit admitir

(C) reject rejeitar

(D) allow permitir

>> "TO ACKNOWLEDGE" - "to accept" (aceitar), "to admit" (admitir), or "to recognize" (reconhecer).

17 – (UERJ-2023-Vestibular-Exame Único)

• and while there’s truth in those narratives, it’s also critical, (l. 32)

The linker and while in the fragment above expresses contrast.

A similar meaning is conveyed in:

(A) As land defenders (l. 6)

(B) No longer are our communities, (l. 8)

(C) And perhaps most important among those thuths, (l. 13-14)

(D) Yet, despite these challenges, (l. 24)

      Comentários e Gabarito    D  

TÓPICOS - MARCADOR DE CONTRASTE ("And while", "Yet, despite") & SINONÍMIA :

• and while there’s truth in those narratives, it’s also critical,
• e embora haja verdade nestas narrativas, é também fundamental,

The linker and while in the fragment above expresses contrast.

O linker and while no fragmento acima expressa contraste.

A similar meaning is conveyed in:

(A) As land defenders (l. 6)

Como defensores da terra

(B) No longer are our communities, (l. 8)

Não mais são nossas comunidades,

(C) And perhaps most important among those thuths, (l. 13-14)

E talvez a mais importante entre estas verdades,

(D) Yet, despite these challenges, (CONTRASTE)

No entanto, apesar destes desafios,

18 – (UERJ-2023-Vestibular-Exame Único) In the text, the pronoun we is used to refer exclusively to the following group:

(A) white supremacists

(B) land defenders

(C) the government

(D) all Americans

      Comentários e Gabarito    B  

TÓPICOS - REFERENCIAÇÃO, ANÁFORA :

• "[...] As land defenders − people who are working for indigenous territories to be protected from contamination and exploitation − we see Indigenous Peoples Day as progress; it signals a crucial shift in our culture to recognize the dark past of colonization."
• Como os defensores da terra — pessoas que trabalham para proteger os territórios indígenas da contaminação e da exploração — vemos o Dia dos Povos Indígenas como um progresso; isto sinaliza uma mudança crucial na nossa cultura para reconhecer o passado sombrio da colonização.

In the text, the pronoun WE is used to refer exclusively to the following group:

No texto, o pronome WE é utilizado para se referir exclusivamente ao seguinte grupo:

(A) white supremacists

supremacistas brancos

(B) land defenders

os defensores da terra

(C) the government

o governo

(D) all Americans

todos os americanos

UERJ–2025–Exame Discursivo–COLLEGE ENTRANCE EXAMINATION, ANSWERS & LEXICAL APPROACH.

• UERJ (UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO)-Vestibular Estadual-2025-Exame Discursivo-From https://www.vestibular.uerj.br.

❑ ESTRUTURA-PROVA:

• 10 Questions.

• Texto – | Love marriage | UK: Virago Press, 2022.|

❑ INSTRUÇÃO:

• As questões deverão ser respondidas em língua portuguesa.
• A língua estrangeira só deverá ser utilizada quando o enunciado o exigir.

❑ TEXTO: No fragmento de texto a seguir, retirado do romance Love marriage, Yasmin, a personagem central, ainda criança, faz indagações sobre um episódio do passado de sua família.

I

Yasmin could not remember being told the story. It was as if she had always known. As though she had been born with the knowledge. Still, she thirsted for more.

“What was the first thing you said to each other?”, she asked, while Anisah pulled up onions in the back garden, a smear of mud across her face.

“I don’t know.”

“You do.”

“Only ten years old and so cheeky! You don’t see how busy I am?”

“What did Naana and Naani say when you said you wanted to marry?”

“Abba and Amma said okay.”

Yasmin squatted down next Anisah. “Is that all? Is that all they said? And why do you call them Abba and Amma, but I say Baba and Ma? Why? Ma?” She tugged at a browning onion top. “Ma! You’re not listening!”

“I don’t know”, said Ma. She sighed. “Always asking for reasons! I am your Ma. Okay? I did not want to be Amma. Here − take. Take the onions and wash for me.”

Yasmin dumped the onions in the kitchen sink, took a pad and pen from the drawer and found Shaokat in the garage, performing his weekly exercise routine with a pair of Indian clubs.

From her perch on top of the freezer she initiated the interview.

“So, you and Ma met in the library. What was the first thing you said to each other?”

“It was a long time ago, Mini. I must concentrate on the routine or it will not have the desired effect.

“But Baba, what happened? Did you ask her name?”

“The first time I saw her I knew I would marry her.”

“You always say that. But what did you do? What did you say?”

“Go and help your mother, Mini. I will finish my exercise.”

II

Later she heard a little more of their story. One of Shaokat’s regulars at the chai stall needed a boy to sweep the courtyard, carry parcels, wash the car and see what else needed doing and do it without being asked. Shaokat was delighted with his new lodgings. His new employer was a kind man, a professor at the university in the department of physiology, who saw that the boy was quick and capable. When the professor found Shaokat trying to read one of his discarded scientific journals, he enrolled him in night school.

Shaokat dreamed of becoming a doctor. His grades were good enough to get into medical school but there was no way. He had to find another job, and soon. His wages were meagre, and as the professor had, with untold kindness, paid for night school, Shaokat had never had a pay rise. After paying for books and the other essentials, he was never able to save. When he met Anisah, he was penniless and about to be homeless as well. Anisah’s father, Hashim Hussein, was the proprietor of Hussein Industries, manufacturers of bed sheets, mosquito nets, blankets, towels and uniforms. Shaokat’s father was a landless laborer who died in a cholera outbreak.

But they fell in love anyway. That much she knew.

• MONICA ALI Adaptado de Love marriage. London, UK: Virago Press, 2022.

01 – (UERJ-2025-Vestibular-Exame Discursivo) Na parte I do fragmento, a relação de parentesco entre a protagonista, Yasmin, e os personagens Shaokat e Anisah é explicitada.

Identifique o grau de parentesco existente entre Shaokat e Yasmin e entre Anisah e Yasmin.

Em seguida, aponte a forma de tratamento usada por Yasmim para se dirigir a cada um deles.

      Comentários e Respostas      

TÓPICOS - VOCABULÁRIO & RELAÇÃO  SEMÂNTICA COM PARTES DO TEXTO :

>> Anisah é a mãe de Yasmin e Shaokat é o pai de Yasmin, conforme os trechos:

• "[...] Yasmin squatted down next Anisah. “Is that all? Is that all they said? And why do you call them Abba and Amma, but I say Baba and Ma? Why? Ma?” She tugged at a browning onion top. “Ma! You’re not listening!” “I don’t know”, said Ma. She sighed. “Always asking for reasons! I am your Ma. Okay? I did not want to be Amma. Here − take. Take the onions and wash for me.”
• Yasmin agachou-se ao lado de Anisah. "É só isso? Foi só isso que disseram? E porque é que vocês lhes chamam Abba e Amma, mas eu digo Papai e Mamãe? Porquê? Mamãe?" Ela puxou uma ponta de cebola que estava a alourar. "Mamãe! Não estás ouvindo!" “Não sei”, disse Mamãe. Ela suspirou. “Sempre perguntando porquê! Eu sou a tua mãe. Certo? Eu não queria ser a Amma. Toma, pega. Pega nas cebolas e lava-as para mim.”
• Yasmin dumped the onions in the kitchen sink, took a pad and pen from the drawer and found Shaokat in the garage, performing his weekly exercise routine with a pair of Indian clubs. From her perch on top of the freezer she initiated the interview. “So, you and Ma met in the library. What was the first thing you said to each other?”  “It was a long time ago, Mini. I must concentrate on the routine or it will not have the desired effect. “But Baba, what happened? Did you ask her name?”
• Yasmin atirou as cebolas para o lava-loiças da cozinha, tirou um bloco e uma caneta da gaveta e encontrou Shaokat na garagem, fazendo a sua rotina semanal de exercício com um par de tacos indianos. De onde estava no topo do congelador, ela iniciou a entrevista. "Então, tu e a mãe conheceram-se na biblioteca. Qual foi a primeira coisa que disseram um ao outro?"  "Há muito tempo, Mini. Preciso de me concentrar na rotina, senão não surtirá o efeito desejado. Mas papai, o que aconteceu? Perguntaste o nome dela?

02 – (UERJ-2025-Vestibular-Exame Discursivo) Ao longo da narrativa, Yasmin tenta obter uma resposta de Shaokat e Anisah.

Explique o que Yasmim desejava saber.

Indique, ainda, as duas primeiras perguntas feitas por ela a Anisah para entender o passado dos personagens acima.

      Comentários e Respostas      

TÓPICO - INFERÊNCIA & LOCALIZAÇÃO DE INFORMAÇÃO NO TEXTO :

>> Yasmin desejava saber como seus pais se conheceram, conforme as perguntas:

• “[...] What was the first thing you said to each other?”
• Qual foi a primeira coisa que vocês disseram um ao outro?
• “[...] What did Naana and Naani say when you said you wanted to marry?”
• O que Naana e Naani disseram quando você disse que vocês queriam se casar? 

03 – (UERJ-2025-Vestibular-Exame Discursivo)

• “Only ten years old and so cheeky! You don’t see how busy I am?” (l. 7)

Apresente o significado da palavra sublinhada.

Em seguida, explique o propósito de Anisah ao fazer a pergunta acima.

      Comentários e Respostas      

TÓPICOS - VOCABULÁRIO & RELAÇÃO  SEMÂNTICA COM PARTES DO TEXTO :

• “Only ten years old and so cheeky! You don’t see how busy I am?” (l. 7)
• Só dez anos e tão atrevida! Não vê como estou ocupada?

>> "CHEEKY" - "Cheeky" pode ser traduzido em português como "atrevido", "descarado", "abusado" ou "petulante", dependendo do contexto. O termo geralmente descreve alguém que é um pouco audaz ou sem vergonha, mas de uma forma que pode ser divertida ou carinhosa.

>>  Anisah ao questionar “You don’t see how busy I am?”, pretende mudar de assunto ou esquivar-se de responder, pois se sente incomodada com a insistência da filha em obter respostas sobre o seu passado.

04 – (UERJ-2025-Vestibular-Exame Discursivo)

• He had to find another job, and soon. His wages were meagre, and as the professor had, with untold kindness, paid for night school, Shaokat had never had a pay rise. (l. 30-31)

A expressão sublinhada se refere a uma ação realizada pelo empregador de Shaokat.

Identifique essa ação e explique o que a motivou.

Aponte, ainda, o sentido da expressão sublinhada.

      Comentários e Respostas      

TÓPICOS - VOCABULÁRIO & RELAÇÃO  SEMÂNTICA COM PARTES DO TEXTO :

• He had to find another job, and soon. His wages were meagre, and as the professor had, with  kindness, paid for night school, Shaokat had never had a pay rise.
• Ele precisava de encontrar outro emprego, e logo. Os seus salários eram escassos e, embora o professor tinha, com uma bondade sem precedente, custeado o curso noturno, Shaokat nunca teve um aumento salarial.

>> "UNTOLD KINDNESS" significa "uma bondade incalculável","uma bondade sem precedente".

>> No contexto, "UNTOLD KINDNESS" refere-se à ação do empregador de Shaokat de custear o seu curso noturno.

05 – (UERJ-2025-Vestibular-Exame Discursivo)

• When he met Anisah, he was penniless and about to be homeless as well. (l. 32-33)

A frase acima revela a condição de Shaokat quando conheceu Anisah e o risco a que estava exposto, decorrente dessa condição.

Explicite a condição e o risco.

      Comentários e Respostas      

TÓPICOS - VOCABULÁRIO & RELAÇÃO  SEMÂNTICA COM PARTES DO TEXTO :

• When he met Anisah, he was penniless and about to be homeless as well.
• Quando conheceu Anisah, ele estava sem dinheiro e prestes a ficar sem abrigo também.

>> Shaokat estava na condição de falta de recursos financeiro e com risco de perder sua moradia e prestes a ser um sem-teto.

06 – (UERJ-2025-Vestibular-Exame Discursivo) No penúltimo parágrafo da parte II, faz-se referência às profissões dos pais de Shaokat e de Anisah.

Identifique-as.

      Comentários e Respostas      

TÓPICOS - IDENTIFICAÇÃO DE CONTEÚDOS PONTUAIS :

>> O pai de Anisah, Hashim Hussein, era o proprietário da Indústria Hussein, enquanto que o pai de Shaokat era um trabalhador sem terra,

• "[...] Anisah’s father, Hashim Hussein, was the proprietor of Hussein Industries, manufacturers of bed sheets, mosquito nets, blankets, towels and uniforms. Shaokat’s father was a landless laborer who died in a cholera outbreak."
• O pai de Anisah, Hashim Hussein, era proprietário da Hussein Industries, fabricante de lençóis, redes mosquiteiras, cobertores, toalhas e fardas. O pai de Shaokat era um trabalhador sem terra que morreu num surto de cólera.

07 – (UERJ-2025-Vestibular-Exame Discursivo)

• “But they fell in love anyway. (l. 36)

Com o uso do conectivo sublinhado, o narrador estabelece um contraste.

Explicite esse contraste.

      Comentários e Respostas      

TÓPICO - CONECTTIVO DE CONTRASTE "BUT" :

>> Contextualmente, “BUT” estabelece um contraste entre o fato dos personagens Anisah e Shaokat serem oriundos de classes sociais diferentes e, mesmo assim, terem se apaixonado.

• "[...] But they fell in love anyway."
• “Mas apaixonaram-se mesmo assim.

❑ TEXTO: Alguns anos depois, na sequência do romance, Yasmin revisita o passado ao escrever uma redação como tarefa escolar.

When Yasmin was fourteen she had to write a story for English homework.

Choose one of the following:

• Write a story entitled “Lost”

• Write a story about a chance meeting that changes someone’s life

Yasmin knew straightaway what she’d write about. She still didn’t know all the details (though she had asked again in many more subtle and sophisticated ways), but somehow she knew everything she needed to know.

It was a picture she had when she closed her eyes. It was a feeling in her stomach. An atmospheric disturbance. A glimpse in the dark.

She wrote it and when the teacher said it was good, that she should enter it for a competition, she tingled to the root of every single hair on her body and scalp.

“Baba, will you read my story? I got full marks and the teacher said there’s this competition. I should enter it. That’s what he said, anyway.”

After he had finished he folded up his glasses. It was a long time before he spoke. Yasmin’s hands had grown hot and sweaty, and then gone very cold.

“Does it entertain you? Does it amuse you to make up these things?”

“Yes, Baba. I mean, no, Baba.”

“You have written things that you do not know. That you cannot know.”

“It’s creative writing, Baba. Mr. Curtis really liked it. You can read what he’s written at the end.”

“You do not know what I said to your mother in the library in Calcutta. You were not there. You were not born. You do not know what she said to me. And yet you have written as if you were at the next table. Tell me − how are you different from a liar? How is this creative writing different from lies?”

Mr. Curtis was disappointed Yasmin would not be entering the competition. He asked for an explanation and Yasmin said that her father would not like it. I can speak to him for you, said Mr. Curtis. Please don’t, said Yasmin, and he had to reassure her three times that he would not.

• MONICA ALI Adaptado de Love marriage. London, UK: Virago Press, 2022.

08 – (UERJ-2025-Vestibular-Exame Discursivo) De acordo com o texto, foram propostos dois temas para uma redação escolar. Cite o tema escolhido por Yasmin e apresente um motivo para essa escolha.

Em seguida, indique como o professor avaliou a redação.

Transcreva, ainda, em inglês, a oração que mostra a reação de Yasmin a essa avaliação.

      Comentários e Respostas      

TÓPICOS - VOCABULÁRIO & RELAÇÃO  SEMÂNTICA COM PARTES DO TEXTO :

>> O Tema da redação escolhido pela personagem Yasmin foi escrever uma história sobre um encontro inesperado que muda a vida de uma pessoa.

>> O professor reagiu positivamente à redação produzida e afirmou que ela poderia apresenta-la em um concurso.

• "[...] She wrote it and when the teacher said it was good, that she should enter it for a competition, she tingled to the root of every single hair on her body and scalp."
• Ela escreveu a redação e quando o professor disse que estava boa, que devia inscrever o texto num concurso, ela sentiu um arrepio na raiz de cada cabelo do corpo e do couro cabeludo.

>> A oração que mostra a reação de Yasmin é:

• “[...] she tingled to the root of every single hair on her body and scalp."

09 – (UERJ-2025-Vestibular-Exame Discursivo) Baba leva bastante tempo para se pronunciar sobre a redação de Yasmin e, quando o faz, levanta uma série de objeções.

Aponte a reação física de Yasmin enquanto aguardava a resposta.

Cite, ainda, duas das objeções elencadas por Baba.

      Comentários e Respostas      

TÓPICOS - VOCABULÁRIO & RELAÇÃO  SEMÂNTICA COM PARTES DO TEXTO :

>> A reação física de Yasmin foi ficar com as mãos quentes e suadas, e depois ficaram muito frias, conforme o trecho:

• "[...] After he had finished he folded up his glasses. It was a long time before he spoke. Yasmin’s hands had grown hot and sweaty, and then gone very cold."
• Depois de terminar, dobrou os óculos. Demorou muito tempo até que ele falasse. As mãos de Yasmin ficaram quentes e suadas, e depois ficaram muito frias.

>> O pai de Yasmin alega que ela escreveu sobre coisas que não sabe e não pode saber:

• “You have written things that you do not know. That you cannot know.”

>> Alega  também que Yasmim não sabe o que ele disse para a sua mãe ou o que sua mãe disse para ele:

• “You do not know what I said to your mother in the library in Calcutta. You were not there. You were not born. You do not know what she said to me.

10 – (UERJ-2025-Vestibular-Exame Discursivo) No último parágrafo, o narrador diz que Mr. Curtis fica decepcionado ao saber que Yasmin não participaria da competição.

Explique o motivo da desistência de Yasmin.

Em seguida, retire do mesmo parágrafo, em inglês, a frase completa que mostra o desconforto de Yasmin quando seu professor sugere ajudá-la.

      Comentários e Respostas      

TÓPICOS - VOCABULÁRIO & RELAÇÃO  SEMÂNTICA COM PARTES DO TEXTO :

>> O motivo da desistência de Yasmin foi por conta da reação de seu pai, que não gostaria que ela participasse da competição, conforme o trecho:

• "[...] He asked for an explanation and Yasmin said that her father would not like it."
• Ele pediu uma explicação e Yasmin disse que o pai não iria gostar. 

>> A frase indicativa do seu desconforto perante a insistência do professor é:

• “[...] Please don’t, said Yasmin, and he had to reassure her three times that he would not.
• Por favor, não faça isso, disse Yasmin, e ele teve de lhe garantir três vezes que não o faria.