Linguistic knowledge in the discursive organization of argumentative writing at the end of secondary school

Authors

  • Sónia Valente Rodrigues Faculdade de Letras da Universidade do Porto
  • Purificação Silvano Centro de Linguística da Universidade do Porto

DOI:

https://doi.org/10.26334/2183-9077/rapln1ano2016a30

Keywords:

argumentative text, textual and discursive awareness, coherence and coesion, Applied Linguistic, Pedagogy of argumentative writing

Abstract

The main objective of this paper is to assess students’ textual and discursive awareness in the production of argumentative texts. The corpus, with texts of students from the 12th grade, was analysed according to the following phases: segmentation of the texts into smaller units, identification of rhetorical relations (Asher and Lascarides, 2003, a.o) and detection of elements and structures used to signal rhetorical relations and to organise discourse. The results allow us to conclude that students at the age of 17-19 have not achieved the degree of writing competence as required by the syllabus and the final exam.

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Published

2016-10-01

How to Cite

Valente Rodrigues, S., & Purificação Silvano. (2016). Linguistic knowledge in the discursive organization of argumentative writing at the end of secondary school. Journal of the Portuguese Linguistics Association, (1), 721–744. https://doi.org/10.26334/2183-9077/rapln1ano2016a30

Issue

No. 1 (2016): Journal of the Portuguese Linguistics Association

Section

Articles

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