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Resumo(s)
Courses on academic writing have become more frequent in higher education to
face the challenges of communication on a specific social domain with which
students have little or no previous contact. This study analyses a corpus of
abstracts produced by undergraduates attending a course on Portuguese
Academic Writing in a higher education institution (Cardoso, Sebastião &
Teixeira 2018).
We adopt the Socio-Discursive Interactionism (SDI) framework, which considers
that there is an intrinsic dynamics to each social activity and each text genres has
relevant linguistics markers (Bronckart 2008; Dolz, Noverraz, Schneuwly 2001).
Special highlight will be given to types of discourse as packages of linguistics
units based on mind operations: temporal disjunction or conjunction and
enunciative implication or autonomy. Thus it is our aim to demonstrate how
socio-discursive analysis tools describe student’s performance on Portuguese
Academic Writing.
According to data, students progressively acquire some skills more easily than
others, especially those related to macrostructure as text plan; however,
acquiring the specificities of theoretical discourse, a type of discourse featured
by the temporal conjunction in the present and the enunciative autonomy,
demands a special effort.
Descrição
Palavras-chave
Portuguese academic writing Abstract Scientific article Socio-discursive interactionism Textual architecture Types of discourse
Contexto Educativo
Citação
Teixeira, C., & Cardoso, A. (2019, 27 de maio). Writing abstracts in higher education: Types of discourse [Comunicação oral]. 12th ARLE Conference, Lisboa, Portugal.