Questões de Concurso Sobre inglês

Questões Discursivas

Foram encontradas 25.715 questões

Q3921607 Inglês

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Disinformation1 in public health is a distinct type of information risk which, unlike misinformation2, is created with malicious intent to spread discord, disharmony and mistrust in targets such as government agencies, scientific experts, public health agencies, private sector and law enforcement, among others. The potential impacts of disinformation can be understood through examples during the Covid-19 pandemic. The Covid-19 pandemic had two key elements that created the perfect storm for disinformation to proliferate and spread. First, it rapidly caused global fear, increasing uncertainty and doubt. Second, it occurred at a point in history where people can easily access, create and share information (as well as misinformation and disinformation) widely over the internet, mobile telecommunications, media and social media platforms. As the pandemic took hold, many posts appeared on social media and spread through instant messaging communications, increasing uncertainty about the treatment, the safety and effectiveness of vaccines, the usefulness of social distancing, and more. This caused social protest, delayed vaccine uptake and led to higher death rates in some instances.


(https://who.int, 06.02.2024. Adaptado.)


1disinformation: informação falsa criada ou compartilhada com o objetivo de enganar.

2misinformation: informação falsa ou enganosa, mas que é compartilhada sem intenção de enganar.

No trecho do texto “First, it rapidly caused global fear, increasing uncertainty and doubt”, o termo “it” refere-se a 
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Q3921606 Inglês

Leia o texto para responder à questão.


Disinformation1 in public health is a distinct type of information risk which, unlike misinformation2, is created with malicious intent to spread discord, disharmony and mistrust in targets such as government agencies, scientific experts, public health agencies, private sector and law enforcement, among others. The potential impacts of disinformation can be understood through examples during the Covid-19 pandemic. The Covid-19 pandemic had two key elements that created the perfect storm for disinformation to proliferate and spread. First, it rapidly caused global fear, increasing uncertainty and doubt. Second, it occurred at a point in history where people can easily access, create and share information (as well as misinformation and disinformation) widely over the internet, mobile telecommunications, media and social media platforms. As the pandemic took hold, many posts appeared on social media and spread through instant messaging communications, increasing uncertainty about the treatment, the safety and effectiveness of vaccines, the usefulness of social distancing, and more. This caused social protest, delayed vaccine uptake and led to higher death rates in some instances.


(https://who.int, 06.02.2024. Adaptado.)


1disinformation: informação falsa criada ou compartilhada com o objetivo de enganar.

2misinformation: informação falsa ou enganosa, mas que é compartilhada sem intenção de enganar.

The main purpose of the text is to
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Q3914182 Inglês

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The expression “best of all” in the text is used to introduce: 
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Q3914181 Inglês

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In the sentence “Moravian sugar cake is a pillowy cake-bread hybrid”, the word pillowy most nearly means:
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Q3914180 Inglês

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The headline “Make Sugar Cake Your New Holiday Tradition” suggests that the text intends to:
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Q3902516 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
In the text extract “The Hours revises Mrs Dalloway through the stories of three women: Virginia Woolf herself; Laura Brown, a 1950s housewife who reads Mrs Dalloway ....”, the verbs are in the
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Q3902515 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
In the sentences “In A Writer’s Diary, she describes her process as both exploratory and technical.” and “…all appeared in the three years between 1998 and 2000, all of them reflecting Woolf’s legacy, tacitly or explicitly.”, the ‘s in Writer’s and in Woolf’s represents, respectively, the 
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Q3902514 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The following -ing words commanding (line 46), focusing (line 57), emerging (line 73), advertising (line 78) and shimmering (line 84) function in the text as
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Q3902513 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentences “Despite Woolf’s refusal to compromise with mainstream tastes, Mrs Dalloway was well received.” and “As Woolf’s characters go about their day, scenes and impressions are filtered through their individual consciousnesses…” contain, respectively, a/an
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Q3902512 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
In terms of verb tense, the sentences “Woolf’s ideas have inspired scores of interpretations,…” and “She is now probably the most written-about 20th century English author.” are, respectively, in the
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Q3902511 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentences “Mrs Dalloway said she would buy the flowers herself.” and ‘“An intellectual triumph”, proclaimed P.C. Kennedy in the New Statesman’ are, respectively, examples of
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Q3902510 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentences “It follows ordinary people through ordinary activities on an ordinary day…” and “…she splendidly undoes the Victorian conception of plot.” contain, respectively, a/an
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Q3902509 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentence “… I devoured Woolf’s revolutionary 1929 essay A Room of One’s Own, which criticised the educational, economic and social constraints ...” contains a/an
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Q3902508 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentences “She could write whatever she wanted…” and “Her metaphor shows that Woolf’s thinking about time also had a spatial dimension.” contain, respectively, a/an
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Q3902507 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentence “Characters pass each other on the street, muse on a shared past, or witness the same event from different vantage points and through different filters of personality and psyche.” is
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Q3902506 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentence “Woolf’s novel was revolutionary for its depiction of same-sex attraction and mental illness, as well as for its challenge to the novel form and representation of time.” is
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Q3902505 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The sentence “The iconic status of the line is demonstrated by the number of online parodies it inspires…” contains clauses that are, respectively, in
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Q3902504 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
The text states that since its publication, the novel “Mrs. Dalloway” has been very influential and mentions some works that it has inspired, including Michael Cunningham’s novel “The Hours”, which has been adapted into a/an
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Q3902503 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
According to the text, Virginia Woolf could write whatever she wanted because she
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Q3902502 Inglês
Seize the day – Virginia Woolf’s Mrs Dalloway at 100


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Adapted from: https://theconversation/jan.30.2025
Woolf was critical of the many constraints that prevented women from
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Respostas
2221: D
2222: C
2223: C
2224: B
2225: B
2226: B
2227: A
2228: D
2229: C
2230: B
2231: A
2232: C
2233: B
2234: B
2235: A
2236: C
2237: B
2238: C
2239: C
2240: C