ABSTRACT
In this text, partial results from a study will be presented. Said study aimed to analyse and understand how the writing practices implemented by teachers would impact the quality of students’ produced texts. In order to meet the stated issue, a general goal was set: to assess whether a didactic device, the Genre Didactic Model (GDM), implemented in an explicit and intentional way by teachers, could be reflected, and to what extent, on the quality of the students’ produced texts. The study was conducted as part of a training program for the teaching written genres in schools and it involved 14 teachers from the three cycles of compulsory education (in Portugal, basically K1-K9). The results here presented aim to highlight the characteristics of fourth grade students’ production of a written exposition before and after the implementing of the GDM.
Keywords:
genre didactic model; teaching sequence; written exposition; compulsory education
