Desenvolvimento da escrita na academia: investigação longitudinal do percurso de licenciados em Letras.

Abstract

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.