Guiding notes as an instrument of interaction in the learning-teaching process of writing
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Letras (Santa Maria. Online) |
Texto Completo: | https://periodicos.ufsm.br/letras/article/view/12198 |
Resumo: | This paper shows the analysis of lexicogrammar choices in a genre catalyst in the process of literacy and teaching training: the guiding notes. Based on the textualinteractive perspective to evaluate texts and on principles of Systemic Functional Linguistics, we analyze guiding notes produced by a language training teacher to students who participate in a text workshop developed in a public school in Santa Maria. The analysis highlighted which lexicogrammar elements related to ideational and interpersonal metafunction are used to establish interaction, induce and guide writing. From lexicogrammar patterns, four basic movements are proposed to organize the guiding notes: reader’s reactions to the text, compliments about the writing, and guiding and incentive for rewriting. |
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Guiding notes as an instrument of interaction in the learning-teaching process of writingBILHETE ORIENTADOR COMO INSTRUMENTO DE INTERAÇÃO NO PROCESSO ENSINO-APRENDIZAGEM DE PRODUÇÃO TEXTUALTeacher training. Writing. Guiding notes. Lexicogrammar choicesThis paper shows the analysis of lexicogrammar choices in a genre catalyst in the process of literacy and teaching training: the guiding notes. Based on the textualinteractive perspective to evaluate texts and on principles of Systemic Functional Linguistics, we analyze guiding notes produced by a language training teacher to students who participate in a text workshop developed in a public school in Santa Maria. The analysis highlighted which lexicogrammar elements related to ideational and interpersonal metafunction are used to establish interaction, induce and guide writing. From lexicogrammar patterns, four basic movements are proposed to organize the guiding notes: reader’s reactions to the text, compliments about the writing, and guiding and incentive for rewriting.Este artigo apresenta análise de escolhas léxico-gramaticais num gênero catalisador no processo de letramento e formação de professores: o bilhete orientador. Com base na perspectiva textual-interativa para avaliação de textos e em princípios da Linguística Sistêmico-Funcional, são analisados bilhetes orientadores produzidos por uma professora em formação na área de Letras, dirigidos a alunos participantes de um Ateliê de Textos desenvolvido numa escola pública, em Santa Maria, RS. A análise evidenciou quais elementos léxico-gramaticais, relacionados às metafunções ideacional e interpessoal, são usados para estabelecer interação, provocar e orientar a reescrita. A partir de padrões léxico-gramaticais, quatro movimentos básicos são propostos para a organização do bilhete orientador: reações do leitor ao texto do aluno, elogios à produção, orientações para a reescrita e incentivo à reescrita.Universidade Federal de Santa Maria2012-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsm.br/letras/article/view/1219810.5902/2176148512198Letras; n. 44: (Jun. 2012) – Formação inicial do professor de Língua Portuguesa; 213-2452176-14851519-3985reponame:Letras (Santa Maria. Online)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttps://periodicos.ufsm.br/letras/article/view/12198/7592Fuzer, Cristianeinfo:eu-repo/semantics/openAccess2022-11-08T18:30:30Zoai:ojs.pkp.sfu.ca:article/12198Revistahttps://periodicos.ufsm.br/letrasPUBhttps://periodicos.ufsm.br/letras/oai||gil.negreiros@ufsm.br|| periodicoletras.ufsm@gmail.com2176-14851519-3985opendoar:2023-01-09T16:16:11.771533Letras (Santa Maria. Online) - Universidade Federal de Santa Maria (UFSM)true |
dc.title.none.fl_str_mv |
Guiding notes as an instrument of interaction in the learning-teaching process of writing BILHETE ORIENTADOR COMO INSTRUMENTO DE INTERAÇÃO NO PROCESSO ENSINO-APRENDIZAGEM DE PRODUÇÃO TEXTUAL |
title |
Guiding notes as an instrument of interaction in the learning-teaching process of writing |
spellingShingle |
Guiding notes as an instrument of interaction in the learning-teaching process of writing Fuzer, Cristiane Teacher training. Writing. Guiding notes. Lexicogrammar choices |
title_short |
Guiding notes as an instrument of interaction in the learning-teaching process of writing |
title_full |
Guiding notes as an instrument of interaction in the learning-teaching process of writing |
title_fullStr |
Guiding notes as an instrument of interaction in the learning-teaching process of writing |
title_full_unstemmed |
Guiding notes as an instrument of interaction in the learning-teaching process of writing |
title_sort |
Guiding notes as an instrument of interaction in the learning-teaching process of writing |
author |
Fuzer, Cristiane |
author_facet |
Fuzer, Cristiane |
author_role |
author |
dc.contributor.author.fl_str_mv |
Fuzer, Cristiane |
dc.subject.por.fl_str_mv |
Teacher training. Writing. Guiding notes. Lexicogrammar choices |
topic |
Teacher training. Writing. Guiding notes. Lexicogrammar choices |
description |
This paper shows the analysis of lexicogrammar choices in a genre catalyst in the process of literacy and teaching training: the guiding notes. Based on the textualinteractive perspective to evaluate texts and on principles of Systemic Functional Linguistics, we analyze guiding notes produced by a language training teacher to students who participate in a text workshop developed in a public school in Santa Maria. The analysis highlighted which lexicogrammar elements related to ideational and interpersonal metafunction are used to establish interaction, induce and guide writing. From lexicogrammar patterns, four basic movements are proposed to organize the guiding notes: reader’s reactions to the text, compliments about the writing, and guiding and incentive for rewriting. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-06-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsm.br/letras/article/view/12198 10.5902/2176148512198 |
url |
https://periodicos.ufsm.br/letras/article/view/12198 |
identifier_str_mv |
10.5902/2176148512198 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsm.br/letras/article/view/12198/7592 |
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 |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Letras; n. 44: (Jun. 2012) – Formação inicial do professor de Língua Portuguesa; 213-245 2176-1485 1519-3985 reponame:Letras (Santa Maria. Online) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Letras (Santa Maria. Online) |
collection |
Letras (Santa Maria. Online) |
repository.name.fl_str_mv |
Letras (Santa Maria. Online) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
||gil.negreiros@ufsm.br|| periodicoletras.ufsm@gmail.com |
_version_ |
1792205416846852096 |