Pontos e pespontos: tecendo a escrita-autoral na resenha acadêmica

Abstract

This research refers to the studies of language in the field of Applied Linguistics. For this, a socio-interactionist dialogical approach was used. The general objective was to investigate how students entering higher education become authors of their written productions. Specifically, the authorship marks in the production of the review genre were analyzed. To guide our discussions, the following research questions were presented: How does the discursive genre academic review favor social practices in the university? What linguistic marks are mobilized in the production of the review in order to represent the authorship of the reviewers? In this sense, this study is justified from the difficulty that some university students have in the production of academic genres when they enter the academy. Thus, it is necessary to consider the social practices that are reflected in the academic environment, as well as the social subjects as individuals in the process of constitution. This is a research classified as qualitative- interpretative in terms of approach; applied, as to nature; explanatory, as to the objectives; field research, to procedures. The data analyzed (three academic reviews) were extracted from the extension course entitled "Textual production at the university: rewriting as a potentiating instrument in the development of writing competence" applied at the Federal University of Tocantins/Porto Nacional Campus. Therefore, this study was based on a dialogical conception of language (VOLÓCHINOV, 2018; BAKHTIN, 2011), in the theoretical assumptions of the New Studies of Literacy (LEA e STREET, 1998; KLEIMAN, 1995, 2013; SOARES, 2009; STREET, 2014 e outros), as well as from the perspective of Textual Linguistics (KOCH, 1994, 2000). Thus, after data analysis, we verified that the reviews refer to the identity characteristics of the students, indicating previous schooling issues, such as the conception of writing they bring. However, the extension course contributed to the insertion of these students in the social practices of gender. This fact was preponderant, because, possibly, the first contact of the participants with the gender was in the university. In addition, we observed that authorship was demarcated by linguistic elements such as paraphrase, repetition, discursive modalizers, quotations and argumentative operators, using, therefore, responsiveness, considering that the reviewers positioned themselves before the work.