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| Author(s): |
Tainan Garcia Carvalho
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São José do Rio Preto. 2019-03-28. |
| Institution: | Universidade Estadual Paulista (Unesp). Instituto de Biociências Letras e Ciências Exatas. São José do Rio Preto |
| Defense date: | 2019-02-26 |
| Advisor: | Luciani Ester Tenani |
| Abstract | |
This work aims to describe and to analyze formal and non-formal uses of comma – the so called “hits” and “mistakes” by the school institution – in written texts by students from Elementary School (ES). It is investigated if the uses of comma have a relation with syntactic and prosodic features from language utterances. The proposal of this research is based on the fact that the use of comma is considered as a complex punctuation sign either by its nature, given the possibilities of interpretation of how commas establish relation with speech and writing, or because of the instability of comma rules, given the variation of rules of its usage among grammars. Considering this complexity, we investigate the presence and the absence of commas in a longitudinal sample of texts from a group of ES students – a scholar stage which is predicted the teaching of punctuation. This study assumes two hypothesis: 1) the uses of commas change throughout ES due to the teaching of comma rules and 2) the uses of commas, specially, the non-formal ones, provide indications that information related to the prosodic dimension of language is mobilized in order to organize and delimitate the boundaries of a written text. Based on the results, there is evidence that the formal use of comma increases as the years of schooling increases too, an expected result, however, now demonstrated. In relation to the first hypothesis specifically, it is seen fluctuation between the means of formal comma uses and the means of non-formal comma uses at the end of the ES, suggesting that the learning of certain syntactic rules about commas occurs for a set of syntactic contexts, but not in others considering that the comma usage remains non-formal. In relation to the second hypothesis, it has been found evidences of the relation between the comma usage and the prosodic organization of Brazilian Portuguese utterances: the extent of some structures and the possibility that the use of comma coincides with possible prosodic boundaries can result in formal or non-formal uses of commas. (AU) | |
| FAPESP's process: | 16/25504-0 - The uses of commas in junior high school texts: a longitudinal study |
| Grantee: | Tainan Garcia Carvalho |
| Support Opportunities: | Scholarships in Brazil - Master |