Nominal cohesion and connection in argumentative texts produced by students entering high school
DOI:
https://doi.org/10.29327/256399.11.2-1Keywords:
Keywords: Mother Tongue Teaching. Written production. Nominal Cohesion and Connection. Thematic Progression.Abstract
The purpose of this article is to present a clipping of the contributions of the Doctoral Thesis (DODÓ, 2020), whose objective was to analyze the nominal cohesion and the connection in the production of the textual genre Enem Writing of students entering High School, considering the effects of meaning of these cohesion mechanisms to ensure thematic progression. The key questions of this work are: I) what difficulties does the student entering High School face when producing cohesive texts, when submitted to writing argumentative-essay texts? And II) how does the student entering high school appropriate the linguistic-discursive elements materialized in nominal cohesion and connection and use them in argumentative-essay texts? Our theoretical contribution is the epistemology of Sociodiscursive Interactionism (BRONCKART, 1999) and Adam (2011). The data revealed that the students had difficulty in building the thematic progression. As for the use of cohesive elements, we confirm that nominal cohesion is a linguistic resource that makes the text a connected whole and that the textualization mechanisms (nominal cohesion and connection) work both to build and guarantee thematic progression and for composition. and structuring of a certain genre of text, in this case, the text required in the test of textual production of the Enem.
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