Dissertações de vestibular e ensino da argumentação escrita

• Autor(a) principal: Alves, Renata Calheiros
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/6072
• topic: Teaching writing; Argumentation; Dissertation of vestibular exam; Ensino de redação; Argumentação; Dissertação de vestibular; Redação Exames, questões, etc.; Língua portuguesa Português escrito; Língua portuguesa Estudo e ensino; Língua portuguesa Análise do discurso; Exame vestibular; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

The thesis examines candidates essays produced by the vestibular, 2008 UERJ, where are investigated aspects related to the superstructure of the genre dissertation of vestibular and the categories of argumentative mode of organization of the text, namely the position, the presence of arguments oriented theory of the arguer, the presence of counter-arguments and argumentative strategies that stand out. We seek to understand the relationship between education on this mode of organization and failures in argumentative texts, as well as point recent studies in argumentation theory, argumentative semantics, text linguistics, discourse analysis, that may offer subsidies to teaching of written argumentation, mainly Oliveira (2010), Charaudeau (2008) e Bernardo (2007 e 2010). This work is particularly interested in the contributions that can be applied in the teaching of writing in high school. Both the textual and situational aspects will be analyzed, aiming to the conclusions arising from this analysis may converge for contributions to teaching text production, wich is demonstrated in the chapter were are offered suggestions of didactic activities