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FOR A DEFINITION OF THE TEACHING/LEARNING OF WRITING IN L1: RESEARCH AND ACTION

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Author(s): LUÍSA ÁLVARES PEREIRA | INÊS CARDOSO | LUCIANA GRAÇA

Journal: L1 Educational Studies in Language and Literature
ISSN 1567-6617

Volume: 9;
Issue: 4;
Start page: 87;
Date: 2009;
Original page

Keywords: procedural writing | relationship with writing | representations of writing | didactic devices

ABSTRACT
With this article we hope to contribute towards the definition of the field of the Didactics ofWriting in Portugal, an area which has been developing, essentially, since the mid 90s, in order to defineboth the problems surrounding research in this area, as well as the contents used in the teaching and learningof writing which result from the former. It is not our objective to go into detail concerning the state ofthe art in this field in Portugal; our purpose is to present the main perspectives which have emergedthroughout recent years, defining an area which is currently beginning to show signs of greater definition.Thus, we shall attempt to provide some answers to the following research questions: what context encouragedthe emergence of this area of study, how has the configuration of this field been perceived, whattheoretical references sustain the empirical research underlying this development? In order to answerthese research questions, three analysis axes were considered which, from our viewpoint, aggregate theresearch themes within the Didactics of Writing. In the first analysis axis, the objective is to present a setof findings centred on the processes underlying students’ activity of writing texts, focusing more specificallyon the development of textual revision competence. In the second analysis axis, the aim is to validatethe emergence of a research line which is pertinent to the Didactics of Writing, focusing on the relevanceof teachers and students’ relationship with writing. In the third analysis axis, we present an illustrativelayout of a research line which demonstrates the relevance of understanding the teacher’s actionwhen working with text genres. Subsequently, we shall demonstrate the way in which these three axescan configure a referential in the definition of a global teaching and learning model for writing, capable ofproviding guidelines for classroom action. Finally, we shall discuss some research directions which sustainthe validity of this model.
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