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Universidade do Porto Faculdade de Letras da Universidade do Porto Serviços de Documentação e Informação
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 #Menu Inicial#Publicações#Outras publicações/coleções #A linguística em diálogo : volume comemorativo dos 40 anos do Centro de Linguística da Universidade do Porto
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#Sumário
A linguística em diálogo
#Escrever : a relação entre os enunciados instrucionais e a aprendizagem dos géneros discursivo-textuais : o caso de manuais de português 9.º ano
Isabel Sebastião
#Documento (.pdf)    
#Abstract
In writing exercises and written assessments, the instructional questions presented to the students demand certain cognitive domain abilities: activities which the student initiates to establish a relation between knowledge and the objects he/she must produce. It is considered an issue of relevance in the panorama of the teaching-learning process, since the assessment of knowledge and learning is done in most part through written production. The primary objective of this text, which is also part of a broader project, is to understand to what extent the existing questions in The Portuguese textbooks of Year 9, in the items of elaboration of extensive answers (Neves & Ferreira, 2015), actually contribute to the course of study of writing in relation to the discursive importance of textual genres. The present study falls within the field of Applied Linguistics for Teaching, more specifically within the writing domain. The presented analysis focuses on instructional questions which call for knowledge concerning expository and argumentative writing genres (Adam, 1999; Schneuwly & Dolz, 2004). The corpus is composed of Year 9 textbooks which encompass a greater number of schools in Portugal, that is to say, the most commonly selected by the schools, and, therefore, a greater number of students. The study follows a methodology with a perspective of Discourse Analysis, more specifically, a theoretical pragmatic-discursive framework.
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Data da última atualização: 2021-02-24

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