Teacher’s mediation in High School student’ text revising and rewriting

Abstract

Writing is a task developed in several processes which involve stages that range from the first ideas to the final version of a text. That way, revising and rewriting, essential steps for text writing, reveal the analytic eye for the produced text, in order to adapt its structure and content to reader’s better understanding, maintaining the enunciator’s communicative aim. In the school context, these stages are dialogic processes that show oral or written interaction between student/enunciator and teacher/reader/reviser. The student’s responsive attitude can, therefore, provide the recognition of implicit processes concerning writing, among them: the teacher’s choices when leaving remarks on the student’s text and the student’s rewriting choices when holding there vised text. Based on theoretical assumptions of Bakhtin and his circle, concerning dialogism in written discourse, we analysed, in this paper, a high school teacher’s way of participation, through written correction, in the revising and rewriting processes of his students’ texts. The results were obtained by means of the access to the student’s texts and interviews with the teacher. It could be verified the teacher’s interest in explaining his remarks, which motivated the use of both textual notes and resolutive correction. It was also noticed little theoretical knowledge about written revising, however, the teacher showed conscious interest in improving his way of revising, which could be checked in the textual notes left on the text that was corrected after the interview.

Key words: revising, rewriting, high school, dialogism.