FERREIRA, E. C. A.; http://lattes.cnpq.br/8779305897814556; FERREIRA, Elisa Cristina Amorim.
Resumen:
In this dissertation we understand the development of writing in a larger sense: the
development of standard written language, not fully learned in basic education, and the
development of specific features of academic writing in typical genres that need to be
learned at this level of education for being linked to the mastery of certain kinds of
knowledge. Given this context, this work aims to Investigate the development process of
academic writing in the undergraduate course of Letters , and as specific objectives (1)
To identify and analyze the knowledge to the specialized text employed in the
development process of academic writing embodied in textual genres such as academic
review, scientific paper and report of observation, and (2) To pinpoint the developmental
stages identified in academic writing texts produced by beginners who mobilize
knowledge for specialized text. The methodology, of interpretative inspiration, follows the
procedures of documental and exploratory work. The corpus of analysis consists of
reviews, research papers and reports produced by two informants of the course of Letters
from a public university during their first three semesters (2011.1 to 2012.1) and during a
summer school (between 2011.1 and 2011.2) routed by the informants, and also
questionnaires. The theoretical foundation used retrieves studies on the development of
writing (ABAURRE, FIAD & MAYRINK - SABINSON, 1997; HAYES & FLOWER, 1980;
VYGOTSKY [1934] 2001), and also retrieves the principles of linguistic and rhetorical
studies for the development of writing in academia (BAZERMAN , 2005, 2006 and 2007;
BHATIA, 1993 and 2009; MILLER, 2009; SWALES, 1990, 2004 and 2009 ); and points on
academic literacy and conceptions of writing (FISCHER, 2008; KLEIMAN, 2006;
OLIVEIRA, 2010). The analysis results show that the knowledge mastery of the subject,
gender, linguistic standard norm, of the writing process, as well as the computer science
and speech community, the latter resulting from the domain of the other types of
knowledge, and thus characterizing the rhetorical unit analysis, are directly related to the
development of academic writing and allow the identification of stages of this development
and, consequently, the acceptance of the text producer as a member of the discourse
community. The data also suggest that the attitudes and engagement of masking lead to
different processes, although the initial motivation is the same, categorizing individuals
into distinct stages of development. Finally, the research has implications for the teaching
of writing in primary and higher education.
