And the children (re)write stories: The rewriting as a mark of authorship
Abstract
This study investigated the rewriting as a mark of authorship in children of 1st and 2nd grade of elementary school. We undertook this study based on the social interactionism Vygotsky (1998) and Bakhtin (1992), which allowed us to consider the value of interactive and dialogic language, the semiotic paradigm of Ginzburg (1989), which supports the work of individual child the text, and finally, on Applied Linguistics, which highlights the value of working with these singular marks in school. To perform this study, we opted for a longitudinal analysis of the texts of six children in a private school in Fortaleza (CE, Brazil). The results showed that the marks left by the children’s rewriting showed an intense interactive activity, representing the speaker/reader as a key element in the construction of the meaning of the text.
Key words: writing, revising, authorship.
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