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While producing an advertisement, authors choose persuasive strategies aiming at determining readers’/viewers’ behavior. Among the argumentative strategies selected for the above campaign, we spotlight the:

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A: So, I’ve decided I’m going to go to the bank and ask for a car loan.

B: That sounds like a good idea.

C: Well, you need a car.

B: Right.

A: Anyway, I was wondering if either of you would teach me how to drive.

B: Look, I’m very busy during the week, I'm trying to catch up with my deadline.

C: I’m in the same boat, but there must be a way...

A: What about the weekend? Say, Saturday morning? You both could take turns.

B: Fine with me!

C: Count me in!

 

The words reproducing pause, hesitation, redundancy, etc which might or might not be present in abbreviated form in the dialogue are:

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There was a woman by the door. The woman was carrying a huge duffel bag. I had never seen her around, although she looked somehow familiar. The poor lady was obviously weary. I was not sure whether or not I’d address the stranger as she stared at me.

While highlighting the underlined words and conducting its due analysis, it is consistent to assert that, in the text, they illustrate the use of different.

The existing relation between verbal and visual-verbal languages contributes to build discourse genre comprehension, and improve perception about many relevant communicative aspects. Observe the advertisements to answer. Imagem associada para resolução da questão

In order to produce meaning out of the advertisements, one should activate relations of:
Following the assessment guidelines for the teaching and learning of the English language, according to the Paranaense Syllabus, its initial stage should characterize the teaching/learning context by establishing student profile, his/her limitations and expectations so that planning happens in harmony with the educational reality. Mark the kind of assessment procedure which would enable the approach described.