Estratégias linguístico-textuais para a produção de resumo.

Abstract

This research reinforces the discussion held around the production of textual summary genre, focusing, in particular, the linguistic-textual strategies deployed to their production. Accordingly, we aim to investigate the strategies linguistic-textual production summary and, therefore, we propose to describe these types of strategies and examined how undergraduates mobilized in the production of this text. We base the investigation, initially, the concept of summary, from what is put in NBR (Brazilian Standard) 6028/2003 of ABNT, in Lakatos and Marconi (1992) scientific writing manuals and Severino (2007), as well as in which is investigated in Applied Linguistics, through the studies of Machado (2010) and Motta-Roth and Hendges (2010). Subsequently, we anchored in studies on learning strategies conducted by Boruchovitch (1999) and Figueira (2006) and finally, in the study by Rodrigues (2012) regarding the subdivision of learning strategies in cognitive, linguistic, textual and discursive . For the generation of the data were observed and recorded in field notes, the lessons of a discipline whose object of study was the production of academic genres, among them, the genre summary, the period 2013.1 offered by the Academic Unit of Arts (UAL), Federal University of Campina Grande (UFCG).The corpus of this study consists of a set of thirty productions written for undergraduates, which we select from the criteria of grades assigned to productions by the lecturer of the course, four samples for analysis. Through the analysis we found that, even with the directions given by the teacher about the production summary, we note that the producers effectively demonstrated partial mastery of functioning linguistic and textual production. For this reason, we believe it is necessary to invest more in discussions and analyzes of the organization of linguistic and textual summary and it requires the teacher to use procedures that promote the perception of the administration of textual and linguistic functioning of writing this text, as required, the student, greater commitment to producing.