Writing and discursive tradition in teaching: from the conceptual definition to its role in hidden aspects of academic literacy

• Grant number: 22/02850-0
• Support Opportunities: Research Grants - Initial Project
• Start date: February 01, 2023
• End date: January 31, 2028
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
• Principal Investigator: Lúcia Regiane Lopes-Damasio
• Grantee: Lúcia Regiane Lopes-Damasio
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil
• Associated researchers: Lourenço Chacon Jurado Filho ; Maria Inês Almeida Cardoso
• Associated scholarship(s): 23/04719-1 - The teaching-research relationship for the implementation of written text production workshops in the 3nd year of elementary school, BP.EP; 23/04720-0 - The teaching-research relationship for the implementation of written text production workshops in the 5nd year of elementary school, BP.EP; 23/04721-6 - The teaching-research relationship for the implementation of written text production workshops in the 1nd year of elementary school, BP.EP; + associated scholarships 23/04722-2 - The teaching-research relationship for the implementation of written text production workshops in the 4nd year of elementary school, BP.EP; 23/04718-5 - The teaching-research relationship for the implementation of written text production workshops in the 2nd year of elementary school, BP.EP; 23/02317-3 - Junction mechanisms and/in texts of the prescriptive Discursive Tradition: a look at initial writing in Elementary School I, BP.IC; 23/02791-7 - The sense of time in the narrative discursive tradition: a linguistic-discursive approach to initial writing in Elementary School I, BP.MS; 23/02247-5 - The sense of contrast in the argumentative discourse tradition: a linguistic-discursive approach to initial writing, BP.DR; 23/02325-6 - The role of oral discursive traditions in initial writing in the context of PEJA, BP.MS; 23/02331-6 - Junction mechanisms and/in texts of narrative and prescriptive Discursive Traditions: a look at initial writing in the context of the PEJA., BP.IC - associated scholarships

Abstract

This research work includes a theoretical part and an applied part. In theoretical terms, we seek a unique viewpoint of Discursive Traditions (DTs), as a matter and product of language, setting forth a redefinition which encompasses the concept introduced by Kabatek (2005a). Therefore, this research investigates the constitution process of discursive practices, seen as DTs, based on the idea that the linking elements of the text, viewed in defined spaces which have the character of repeatability spaces, are symptoms of various DTs, and also of a DT's compositionality. These repeatability spaces display different types of movement through what a writer considers to be: (a) the genesis of writing; (b) the institutionalized written language code and the already said/written, which, from the analyst's view, are three perspectives for observing the constitutive heterogeneity of writing. These perspectives, along with a two-dimensional (syntactic and semantic) descriptive criterion for the clause-linking device, shall provide the methodological tools to identify the DTs. As one of the expected results, the applied part aims to open up a discussion related to the teaching of writing. Therefore, it supports the hypothesis that discursive traditions have been part of 'hidden' aspects of academic literacy (STREET, 2009), a phrase used by the author to show that certain aspects of text production, assessed during exams, are not made explicit in the teaching and learning process. (AU)