The sense of contrast in the argumentative discourse tradition: a linguistic-discursive approach to initial writing

• Grant number: 23/02247-5
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: March 01, 2023
• End date: May 31, 2026
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
• Principal Investigator: Lúcia Regiane Lopes-Damasio
• Grantee: Sarayu Stifani Dias Santana
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil
• Associated research grant: 22/02850-0 - Writing and discursive tradition in teaching: from the conceptual definition to its role in hidden aspects of academic literacy, AP.PNGP.PI

Abstract

This research proposal, linked to the Project Writing and Discursive Tradition in Teaching: from conceptual delimitation to its role in the hidden aspects of academic literacy, aims to investigate the contrastive Junction Mechanisms (JMs) from the argumentative Discursive Tradition (cf. KABATEK, 2008). Through a linguistic-discursive approach, the mapping of the functioning of JMs, with contrastive meaning, will be carried according to the two-dimensional criterion of syntactic-semantic analysis (RAIBLE, 2001; KORTMANN, 1997; HALLIDAY, 1985), as well as on theoretical-methodological assumptions for an approach to the heterogeneity of writing (CORRÊA, 1997). For this purpose, it will be used a quantitative-qualitative approach to analyze 50 texts produced by subjects from Cycle 1 of Elementary School, enrolled in public schools in the city of Assis-SP (10 texts from each year), and approximately 30 texts produced by subjects assisted by Projeto de Educação de Jovens e Adultos (PEJA-Unesp). With these proposal's results, it is intended to open a discussion related to the teaching of writing in school.