Writing: weaving and carving the text
The words of a text are not predetermined. The writer makes choices among the possibilities offered by the language. Linguistic development brings with it the increase of lexical, syntactic, semantic, and textual resources. Does this development draw a more direct path to the text, or does it activa...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | Letras de Hoje (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/32354 |
| Acceso en línea: | https://revistaseletronicas.pucrs.br/fale/article/view/32354 |
| Access Level: | acceso abierto |
| Palabra clave: | Writing Writing process. Reformulation. Operations. Choice. Escritura. Proceso de escritura. Reformulación. Operaciones. Elección. Escrita. Processo de escrita. Reformulação. Operações. Escolha. |
| Sumario: | The words of a text are not predetermined. The writer makes choices among the possibilities offered by the language. Linguistic development brings with it the increase of lexical, syntactic, semantic, and textual resources. Does this development draw a more direct path to the text, or does it activate a higher level of choices and decisions during writing? The current study analysed the evolution of the components of formulation and reformulation in the writing process of students attending Portuguese basic education. The data comes from the interaction between students of different years (2nd to 8th), organized in small groups, to write a text collaboratively. The analysis focused on the formulation/reformulation operations carried out during text construction. The results show an expansion of the possibilities considered, from the initial school years to the more advanced levels. This movement implies the need to reinforce the ability to rewrite and reformulate, in learning to write. |
|---|