Reading and writing: a joint process based on an unavoidable complicity
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Letras de Hoje (Online) |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/11883 |
Resumo: | This paper aims to show the opportunity and relevance of the topic proposed (“Research and teaching of reading and writing: psycholinguistic studies”) in early and more advanced moments of the use of reading and writing. It further intends to: underline the added value of a psycholinguistic approach to the abovementioned activities/skills; stress the cognitive, neurological and linguistic framework judged to be necessary to enter the world of writing; discuss the “Matthew effect” in order to counteract its more popular and perhaps “punitive” interpretation when it is taken in a more generalized manner; and, finally, to highlight the importance of revising writing mainly by means of three of the eight moments of Richard Lanham’s (2006) Paramedic Method, based on excerpts of texts written by university students. The need, at an academic level, to encourage students to feel the unavoidable complicity between reading and writing becomes reinforced with the transcription of a personal account by a Master’s student, who was able to take full advantage of the methodology followed in the course Psycholinguistics and the Teaching of Languages lectured by the author of this paper at the Faculty of Arts of the University of Porto. |
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Reading and writing: a joint process based on an unavoidable complicityA leitura e a escrita: um processo conjunto assente numa inevitável cumplicidadeReadingwritingComplicityLevels of teachingPsycholinguisticsLeituraescritaCumplicidadeNíveis de ensinoPsicolinguísticaThis paper aims to show the opportunity and relevance of the topic proposed (“Research and teaching of reading and writing: psycholinguistic studies”) in early and more advanced moments of the use of reading and writing. It further intends to: underline the added value of a psycholinguistic approach to the abovementioned activities/skills; stress the cognitive, neurological and linguistic framework judged to be necessary to enter the world of writing; discuss the “Matthew effect” in order to counteract its more popular and perhaps “punitive” interpretation when it is taken in a more generalized manner; and, finally, to highlight the importance of revising writing mainly by means of three of the eight moments of Richard Lanham’s (2006) Paramedic Method, based on excerpts of texts written by university students. The need, at an academic level, to encourage students to feel the unavoidable complicity between reading and writing becomes reinforced with the transcription of a personal account by a Master’s student, who was able to take full advantage of the methodology followed in the course Psycholinguistics and the Teaching of Languages lectured by the author of this paper at the Faculty of Arts of the University of Porto.Neste texto, procura-se mostrar a atualidade e pertinência do tema que nos foi proposto (“Research and teaching of reading and writing: psycholinguistic strudies”) em momentos iniciais e mais avançados do uso da leitura e da escrita. Além disso, salienta-se a mais-valia de uma abordagem psicolinguística a estas duas atividades/habilidades; realça-se o enquadramento cognitivo, neurológico e linguístico que se estima essencial para a entrada no mundo da escrita; problematiza-se o “efeito Mateus” com o fim de contrariar a sua interpretação mais popular e porventura “penalizadora” quando demasiado generalizada e, por último, com recurso a fragmentos de textos escritos por estudantes universitários, evidencia-se a importância de partir para uma revisão da escrita apoiada sobretudo em três dos oito momentos do “Paramedic Method” de Richard Lanham (2006). A necessidade de, a nível académico, fazer com que os estudantes sintam uma inevitável cumplicidade entre a leitura e a escrita sai reforçada com a transcrição do testemunho de uma estudante de Mestrado que soube tirar o melhor partido da metodologia seguida na unidade curricular Psicolinguística e Ensino de Línguas lecionada pela signatária deste texto na Faculdade de Letras da Universidade do Porto.Editora da PUCRS - ediPUCRS2013-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLinguística Aplicadaapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/11883Letras de Hoje; Vol. 48 No. 1 (2013): Research and Teaching of Reading and Writing: Psycholinguistic Studies; 116-126Letras de Hoje; Vol. 48 Núm. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 116-126Letras de Hoje; v. 48 n. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 116-1261984-77260101-3335reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/11883/8889Pinto, Maria da Graça Lisboa Castroinfo:eu-repo/semantics/openAccess2021-05-03T13:20:40Zoai:ojs.revistaseletronicas.pucrs.br:article/11883Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2021-05-03T13:20:40Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Reading and writing: a joint process based on an unavoidable complicity A leitura e a escrita: um processo conjunto assente numa inevitável cumplicidade |
title |
Reading and writing: a joint process based on an unavoidable complicity |
spellingShingle |
Reading and writing: a joint process based on an unavoidable complicity Pinto, Maria da Graça Lisboa Castro Reading writing Complicity Levels of teaching Psycholinguistics Leitura escrita Cumplicidade Níveis de ensino Psicolinguística |
title_short |
Reading and writing: a joint process based on an unavoidable complicity |
title_full |
Reading and writing: a joint process based on an unavoidable complicity |
title_fullStr |
Reading and writing: a joint process based on an unavoidable complicity |
title_full_unstemmed |
Reading and writing: a joint process based on an unavoidable complicity |
title_sort |
Reading and writing: a joint process based on an unavoidable complicity |
author |
Pinto, Maria da Graça Lisboa Castro |
author_facet |
Pinto, Maria da Graça Lisboa Castro |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pinto, Maria da Graça Lisboa Castro |
dc.subject.por.fl_str_mv |
Reading writing Complicity Levels of teaching Psycholinguistics Leitura escrita Cumplicidade Níveis de ensino Psicolinguística |
topic |
Reading writing Complicity Levels of teaching Psycholinguistics Leitura escrita Cumplicidade Níveis de ensino Psicolinguística |
description |
This paper aims to show the opportunity and relevance of the topic proposed (“Research and teaching of reading and writing: psycholinguistic studies”) in early and more advanced moments of the use of reading and writing. It further intends to: underline the added value of a psycholinguistic approach to the abovementioned activities/skills; stress the cognitive, neurological and linguistic framework judged to be necessary to enter the world of writing; discuss the “Matthew effect” in order to counteract its more popular and perhaps “punitive” interpretation when it is taken in a more generalized manner; and, finally, to highlight the importance of revising writing mainly by means of three of the eight moments of Richard Lanham’s (2006) Paramedic Method, based on excerpts of texts written by university students. The need, at an academic level, to encourage students to feel the unavoidable complicity between reading and writing becomes reinforced with the transcription of a personal account by a Master’s student, who was able to take full advantage of the methodology followed in the course Psycholinguistics and the Teaching of Languages lectured by the author of this paper at the Faculty of Arts of the University of Porto. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-04-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Linguística Aplicada |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/11883 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/11883 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/11883/8889 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Letras de Hoje; Vol. 48 No. 1 (2013): Research and Teaching of Reading and Writing: Psycholinguistic Studies; 116-126 Letras de Hoje; Vol. 48 Núm. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 116-126 Letras de Hoje; v. 48 n. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 116-126 1984-7726 0101-3335 reponame:Letras de Hoje (Online) instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Letras de Hoje (Online) |
collection |
Letras de Hoje (Online) |
repository.name.fl_str_mv |
Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br || letrasdehoje@pucrs.br |
_version_ |
1752127809954775040 |