Writing and rewriting in the university environment as a responsive process

Abstract

This article aims to investigate how the processes of guided writing and rewriting (feedbacks) contribute to the development of responsive writing. The main problem that triggers our interest in this research comes from a disagreement with the reproduction of the discourse that university students "write badly / are illiterate" or that they would not be prepared to be in Higher Education. Thus, affiliated with the theoretical assumptions of Bakhtin (2011) and his Circle (Volóchinov, 2018), we consider language as a form of interaction, and statements/discourses, from the perspective of dialogism and crossed by sociocultural and ideological aspects. Thus, it is a field research with a qualitative approach in Applied Linguistics (Moita Lopes, 2006), starts from a social perspective of literacy and is based on the theoretical assumptions of the New Literacy Studies (Street, 2014 and others), consolidated in the 1990s. The results indicated that feedback is an important strategy, as it allows students to reflect on their actions and act responsibly in order to obtain a more meaningful learning in textual production.