Writing, mediation and rewriting at the university
The guiding notes as a pedagogical strategy for the linguistic-textual reflection
DOI:
https://doi.org/10.21814/rpe.18321Keywords:
Mediation and (re)writing, Guiding nottes, Reading notes production at graduationAbstract
In the light of the concept of proximal development zone (Vygotsky, 1978, 2008) and of the theory of resonance (Sommers, 1980), we aim, in this article, to analyze how the interaction between teacher/monitors and students, through guiding notes (Brannon & Knoblauch, 1982; Gimbel & Mills, 2013; Mangabeira et al., 2011; Smith, 1997; Sommers, 1982), can potentiate the rewriting of reading notes, considering: the teaching performance in processes of texts composition (Flower & Hayes, 1981; Murray, 1997); the roles of the teacher in the texts correction/mediation (Smith, 1997; Straub, 1996; Tribble, 1996); and the trends of texts correction/mediation (Ruiz, 1998; Serafini, 1995). Our research, inscribed in a qualitative paradigm, began from a planned action foreseen in the discipline “Prática de Textos”, offered to the Letras undergraduate course of Universidade de Brasília, which consisted of writing a reading note, in appreciation of a theoretical text of our discipline, with the following actions later: discussions on the theoretical text in the classroom, mediation of written production through guiding notes, rewriting of written production and semi-structured interview. The results of the investigation revealed that such notes promoted in the students reflexivity about (re)writing processes, from the signaling regarding the linguistic-textual investments that will be made in their productions.
Downloads
References
Beaugrande, R. & Dressler, W. (1981). Introduction to Text Linguistics. New York: Longman.
Brannon, L. & Knoblauch, C. H. (1982). On Students’ Rights to Their Own Texts: A Model of Teacher Response. College Composition and Communication, 33(2), 157-166. Consultado em Abril, 2019, em http://www.jstor.org/stable/357623?seq=1#page_scan_tab_contents.
Bronckart, J. P. (2008). O agir nos discursos: das concepções teóricas às concepções dos trabalhadores. Campinas: Mercado das Letras.
Cho, K., Schunn, C. D. & Charney, D. (2006). Commenting on Writing: Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts. Written Communication, 23(3), 260-294. Consultado em Abril, 2019, em http://journals.sagepub.com/doi/10.1177/0741088306289261.
Denzin, N. K. & Lincoln, Y. S. (2006). Introdução: a disciplina e a prática da pesquisa qualitativa. In N. K. Denzin & Y. S. Lincoln (Eds), O planejamento da pesquisa qualitativa: teorias e abordagens (2. ed.) (pp. 15-41). Porto Alegre: Art Med.
Dolz, J. & Pasquier, A. (1994). Enseignement de l'argumentation et retour sur le texte. Repères, recherches en didactique du français langue maternelle, 10, 163-179. Consultado em Abril, 2019, em http://www.persee.fr/doc/reper_1157-1330_1994_num_10_1_2135.
Fiad, R. S. (2013). Reescrita, dialogismo e etnografia. Linguagem em (Dis)curso, 13 (3), 463-480. Consultado em Abril, 2019, em http://www.scielo.br/pdf/ld/v13n3/02.pdf.
Flick, U. (2004). Uma introdução à pesquisa qualitativa. Porto Alegre: Bookman.
Flower, L. & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-387. Consultado em Abril, 2019, em http://pdfs.semanticscholar.org/e447/bb67c5341f06be588106853db4975ae514a4.pdf.
Fuzer, C. (2012). Bilhete orientador como instrumento de interação no processo ensino-aprendizagem de produção textual. Letras, 22(44), 213-245. Consultado em Abril, 2019, em http://periodicos.ufsm.br/letras/article/view/12198.
Gimbel, P. & Mills, D. (2013). The Value of Rewriting in Graduate Educator Preparatory Programs. International Journal of Teaching in Higher Education, 25(2), 189-199. Consultado em Abril, 2019, em http://eric.ed.gov/?id=EJ1016487.
Koch, I. V. (2015 [2004]). Introdução à linguística textual: trajetória e grandes temas (2. ed.). São Paulo: Contexto.
Köche, V. S., Pavani, C. F. & Boff, O. M. B. (2004). O processo de reescrita na disciplina de Língua Portuguesa Instrumental. Linguagem & Ensino, 7(2), 141-164. Consultado em Abril, 2019, em http://www.rle.ucpel.tche.br/index.php/rle/article/view/211.
Mangabeira, A. B. de A., Costa, E. V. & Simões, L. J. (2011). O bilhete orientador: um gênero discursivo em favor da avaliação de textos na aula de línguas. Cadernos do IL, 42, 293-307. Consultado em Abril, 2019, em http://seer.ufrgs.br/cadernosdoil/article/viewFile/26030/15242.
Marinho, M. (2010). A escrita nas práticas de letramento acadêmico. Revista Brasileira de Linguística Aplicada, 10(2), 363-386. Consultado em Abril, 2019, em http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982010000200005.
Menegassi, R. J. (2000). Comentários de revisão na reescrita de textos: componentes básicos. Trab. Ling. Apl., Campinas, 35, 83-93. Consultado em Abril, 2019, em http://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8639307.
Murray, D. M. (1997). Teach Writing as a Process not Product. In V. Villanueva Jr. (Ed), Cross-Talk in Comp Theory: A Reader (pp. 18-21). Urbana, IL: National Council of Teachers of English.
Nelson, C., Treichler, P. A. & Grossberg, L. (1992). Cultural Studies: An introduction. In L. Grossberg, C. Nelson & P. A. Treichler (Eds), Cultural Studies (pp. 1-22). New York: Routledge.
Perl, S. (1997). The Composing Processes of Unskilled College Writers. In V. Villanueva Jr. (Ed), Cross-Talk in Comp Theory: A Reader (pp. 31-56). Urbana, IL: National Council of Teachers of English.
Ruiz, E. M. S. D. (1998). Como se corrige redação na escola. Tese de doutoramento, Universidade Estadual de Campinas, Campinas, Brasil.
Schwandt, T. A. (2006). Três posturas epistemológicas para a investigação qualitativa: intepretativismo, hermenêutica e construcionismo social. In N. K. Denzin & Y. S. Lincoln (Eds), O planejamento da pesquisa qualitativa: teorias e abordagens (2. ed.) (pp. 193-217). Porto Alegre: Art Med.
Serafini, M. T. (1995 [1985]). Como escrever textos (7. ed.). São Paulo: Globo.
Smith, S. (1997). The Genre of the End Comment: Conventions in Teacher Responses to Student Writing. College Composition and Communication, 48(2), 249-268. Consultado em Abril, 2019, em http://www.jstor.org/stable/358669.
Soares, D. de A. (2009). Produção e Revisão textual: um guia para professores de português e de línguas estrangeiras. Rio de Janeiro: Vozes.
Sommers, N. (1980). Revision Strategies of Students Writers and Experienced Adult Writers. College Composition and Communication, 31(4), 378-388. Consultado em Abril, 2019, em http://www.jstor.org/stable/356588.
Sommers, N. (1982). Responding to Student Writing. College Composition and Communication, 33(2), 148-156. Consultado em Abril, 2019, em http://www.jstor.org/stable/357622.
Straub, R. (1996). The Concept of Control in Teacher Response: Defining the Varieties of “Directive” and “Facilitative” Commentary. College Composition and Communication, 47(2), 223-248. Consultado em Abril, 2019, em https://www.jstor.org/stable/358794.
Tribble, C. (1996). Writing. Oxford: Oxford University Press.
Vygotsky, L. S. (1978). Mind in Society: the development of higher psychological processes. Cambridge: Harvard University Press.
Vygotsky, L. S. (2008). A formação social da mente: o desenvolvimento dos processos psicológicos superiores (7. ed.). São Paulo: Martins Fontes.
Yeasmin, S. & Rahman, K. F. (2012). ‘Triangulation’ Research Method as the Tool of Social Science Research. BUP Journal, 1(1), 154-163. Consultado em Abril, 2019, em http://bup.edu.bd/assets/uploads/journal_content_file/1511259502154-163.pdf.
Downloads
Published
How to Cite
Issue
Section
License
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
