The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Alfa (São José do Rio Preto. Online) |
Texto Completo: | https://periodicos.fclar.unesp.br/alfa/article/view/15203 |
Resumo: | This work analyzes the occurrences of commas and spontaneous verbalizations during the textual production of two 6-year-old French students who write collaboratively. From the studies in Textual Genetics, within a linguistic-enunciative approach, six school manuscripts and their respective writing processes were analyzed. The filmic and multimodal recording of these processes preserved the ecological conditions of the classroom. The dialogue between the students, established during the textual production, was taken as a unit of analysis. The occurrences of commas were identified in the school manuscripts and related to what these students said (commented) about these punctuation marks. The results show that the comma was the most used punctuation mark, but its inscription only occurred in three manuscripts. Almost all occurrences were “remembered” after the story ended, accompanied by comments indicating a “graphic-spatial” understanding for its use. However, its occurrences in the last manuscript produced indicate the beginning of a “linguistic” conception, when the position of the comma competed with the full stop, starting to delimit semantic units. And its inscription is also anticipated by the students, taking place during the linearization process. These two conceptions cohabit the same manuscript, suggesting that the genesis of the comma goes through a “hybrid use” of its functions. |
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The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous commentsA gênese de vírgulas em histórias inventadas por alunas recém-alfabetizadas: identificação de atividades metalinguísticas a partir de inscrições gráficas e comentários espontâneostext production collaborativedialoguelearningpunctuationauthorshipprodução textualescrita colaborativadiálogoaprendizagempontuaçãoconhecimento metalinguísticoThis work analyzes the occurrences of commas and spontaneous verbalizations during the textual production of two 6-year-old French students who write collaboratively. From the studies in Textual Genetics, within a linguistic-enunciative approach, six school manuscripts and their respective writing processes were analyzed. The filmic and multimodal recording of these processes preserved the ecological conditions of the classroom. The dialogue between the students, established during the textual production, was taken as a unit of analysis. The occurrences of commas were identified in the school manuscripts and related to what these students said (commented) about these punctuation marks. The results show that the comma was the most used punctuation mark, but its inscription only occurred in three manuscripts. Almost all occurrences were “remembered” after the story ended, accompanied by comments indicating a “graphic-spatial” understanding for its use. However, its occurrences in the last manuscript produced indicate the beginning of a “linguistic” conception, when the position of the comma competed with the full stop, starting to delimit semantic units. And its inscription is also anticipated by the students, taking place during the linearization process. These two conceptions cohabit the same manuscript, suggesting that the genesis of the comma goes through a “hybrid use” of its functions.Este estudo analisa as ocorrências de vírgulas e as verbalizações espontâneas durante a produção textual de duas alunas francesas de 6 anos de idade. A partir da Genética Textual, dentro de uma abordagem linguístico-enunciativa, foram analisados seis manuscritos escolares e seus respectivos processos de escritura. O registro fílmico e multimodal desses processos preservou as condições ecológicas da sala de aula. Tomou-se como unidade de análise o diálogo entre as alunas, estabelecido durante a produção textual. As ocorrências de vírgula foram identificadas nos manuscritos escolares e relacionadas ao que essas alunas comentavam sobre essas marcas de pontuação. Os resultados mostram que a vírgula foi a pontuação mais usada, porém sua inscrição só ocorreu em três manuscritos. Quase todas as ocorrências foram “lembradas” após o término da história, acompanhadas por comentários indicando um entendimento “gráfico-espacial” para seu uso. Contudo, suas ocorrências no último manuscrito indicam o início de uma concepção “linguística”, quando a posição da vírgula concorreu com o ponto final, começando a delimitar unidades semânticas. Suas inscrições também passam a ser antecipadas pelas alunas. Essas duas concepções coabitam no mesmo manuscrito, sugerindo que a gênese da vírgula passa por um “uso híbrido” de suas funções.UNESP2022-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.fclar.unesp.br/alfa/article/view/1520310.1590/1981-5794-e15203ALFA: Revista de Linguística; v. 66 (2022)1981-5794reponame:Alfa (São José do Rio Preto. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporenghttps://periodicos.fclar.unesp.br/alfa/article/view/15203/14554https://periodicos.fclar.unesp.br/alfa/article/view/15203/1455510.1590/1981-5794-e15203tCopyright (c) 2022 ALFA: Revista de Linguísticahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCalil, EduardoFelipeto, CristinaAmorim, Kall AnneBoré, Catherine2023-02-17T18:05:59Zoai:ojs.pkp.sfu.ca:article/15203Revistahttp://www.scielo.br/scielo.php?script=sci_serial&pid=1981-5794&lng=pt&nrm=isoPUBhttps://old.scielo.br/oai/scielo-oai.phpalfa@unesp.br1981-57940002-5216opendoar:2023-02-17T18:05:59Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments A gênese de vírgulas em histórias inventadas por alunas recém-alfabetizadas: identificação de atividades metalinguísticas a partir de inscrições gráficas e comentários espontâneos |
title |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments |
spellingShingle |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments Calil, Eduardo text production collaborative dialogue learning punctuation authorship produção textual escrita colaborativa diálogo aprendizagem pontuação conhecimento metalinguístico |
title_short |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments |
title_full |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments |
title_fullStr |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments |
title_full_unstemmed |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments |
title_sort |
The genesis of commas in stories invented by newly literate pupils: identification of metalinguistic activities from inscription and spontaneous comments |
author |
Calil, Eduardo |
author_facet |
Calil, Eduardo Felipeto, Cristina Amorim, Kall Anne Boré, Catherine |
author_role |
author |
author2 |
Felipeto, Cristina Amorim, Kall Anne Boré, Catherine |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Calil, Eduardo Felipeto, Cristina Amorim, Kall Anne Boré, Catherine |
dc.subject.por.fl_str_mv |
text production collaborative dialogue learning punctuation authorship produção textual escrita colaborativa diálogo aprendizagem pontuação conhecimento metalinguístico |
topic |
text production collaborative dialogue learning punctuation authorship produção textual escrita colaborativa diálogo aprendizagem pontuação conhecimento metalinguístico |
description |
This work analyzes the occurrences of commas and spontaneous verbalizations during the textual production of two 6-year-old French students who write collaboratively. From the studies in Textual Genetics, within a linguistic-enunciative approach, six school manuscripts and their respective writing processes were analyzed. The filmic and multimodal recording of these processes preserved the ecological conditions of the classroom. The dialogue between the students, established during the textual production, was taken as a unit of analysis. The occurrences of commas were identified in the school manuscripts and related to what these students said (commented) about these punctuation marks. The results show that the comma was the most used punctuation mark, but its inscription only occurred in three manuscripts. Almost all occurrences were “remembered” after the story ended, accompanied by comments indicating a “graphic-spatial” understanding for its use. However, its occurrences in the last manuscript produced indicate the beginning of a “linguistic” conception, when the position of the comma competed with the full stop, starting to delimit semantic units. And its inscription is also anticipated by the students, taking place during the linearization process. These two conceptions cohabit the same manuscript, suggesting that the genesis of the comma goes through a “hybrid use” of its functions. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-11-07 |
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.fclar.unesp.br/alfa/article/view/15203 10.1590/1981-5794-e15203 |
url |
https://periodicos.fclar.unesp.br/alfa/article/view/15203 |
identifier_str_mv |
10.1590/1981-5794-e15203 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/alfa/article/view/15203/14554 https://periodicos.fclar.unesp.br/alfa/article/view/15203/14555 10.1590/1981-5794-e15203t |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 ALFA: Revista de Linguística https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 ALFA: Revista de Linguística https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
UNESP |
publisher.none.fl_str_mv |
UNESP |
dc.source.none.fl_str_mv |
ALFA: Revista de Linguística; v. 66 (2022) 1981-5794 reponame:Alfa (São José do Rio Preto. Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Alfa (São José do Rio Preto. Online) |
collection |
Alfa (São José do Rio Preto. Online) |
repository.name.fl_str_mv |
Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
alfa@unesp.br |
_version_ |
1800214378131226624 |