Guidelines for the writing and rewriting of texts in English language textbooks of elementary education

Authors

  • José Cezinaldo Rocha Bessa Prof. Assistente IV do Departamento de Letras Estrangeiras da Universidade do Estado do Rio Grande do Norte, Campus de Pau dos Ferros, RN Estudante de doutorado da Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Letras de Araraquara.
  • Wanderleya Magna Alves Universidade do Estado do Rio Grande do Norte

Abstract

In this work, we aim at analyzing proposals for activities of writing and rewriting of texts in the English language textbook Time to Share – 9th grade of elementary school. We tried to observe its articulation to proposals of work with the language produced, more recently, in the field of language studies. As specific goals, we have the following: (i) to identify to what extent the proposals of production of written texts assume the work with the discursive genres; (ii) to verify what guidelines are given to those proposals; (iii) to examine the evaluation criteria involved/ suggested in the activities of written texts; (iv) to discuss to what extent the work with the revision and rewriting of the text can contribute to the development of the writing skill of the English-speaking student. In order to do that, we grounded especially on Bakhtinian presuppositions on language, on discussions about the teaching of the English text, on criteria for evaluation and rewriting of texts, and also on criteria for the selection and use of the English textbook. The results of the analysis indicate that the textbook examined seeks to direct its activities of written production based on the discursive genres and to comprehend some aspects of textual and pragmatic order implicated in the production and rewriting of texts. This reveal, as to proposals for writing and rewriting of texts, the textbook in question shows a dialogue with contributions from language studies, but it does not fully fulfill the conditions for the development of an authentic interlocutive activity yet.

Keywords: textual production, textbook, English language.

Author Biographies

José Cezinaldo Rocha Bessa, Prof. Assistente IV do Departamento de Letras Estrangeiras da Universidade do Estado do Rio Grande do Norte, Campus de Pau dos Ferros, RN Estudante de doutorado da Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Letras de Araraquara.

Possui graduação em Letras/Língua Portuguesa e respectivas literaturas pela Universidade do Estado do Rio Grande do Norte (2005) e mestrado em Estudos da Linguagem, na área de concentração em Linguística Aplicada, pela Universidade Federal do Rio Grande do Norte (2007). Doutorando em Linguística e Língua Portuguesa pela Universidade Estadual Paulista Júlio de Mesquita Filho, Campus de Araraquara, com período de estágio de doutorado no exterior na Université de Paris VIII (bolsa PDSE/CAPES), supervisionado pela Profª Marília Amorim. Atualmente é Professor Assistente IV da Universidade do Estado do Rio Grande do Norte, no Campus de Pau dos Ferros. Concentra interesse pelos estudos na área de Letras, com ênfase em Linguística, em Linguística Aplicada e em Língua Portuguesa.

Wanderleya Magna Alves, Universidade do Estado do Rio Grande do Norte

Mestranda em Ensino pela Universidade do Estado do Rio Grande do Norte. Graduada em Letras/Língua inglesa e pós-graduada em Curso de Especialização em Linguística Aplicada pela Universidade do Estado do Rio Grande do Norte - UERN, Campus "Profª. Maria Elisa de A Maia" (Campus de Pau dos Ferros). É professora de Inglês e português da rede básica de ensino. Tem interesse em pesquisas que abordam o ensino do texto escrito.

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Published

2018-12-30

How to Cite

Rocha Bessa, J. C., & Alves, W. M. (2018). Guidelines for the writing and rewriting of texts in English language textbooks of elementary education. Calidoscópio, 16(3), 369–379. Retrieved from https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.163.02

Issue

Vol. 16 No. 3 (2018): September/December

Section

Articles

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