This paper defends the idea of a relationship between dialogism, intergeneric relationships and analysis of indication; and also that these relationships may be a fruitful methodology resource for the study of written texts. Based on examples extracted from a sample of 363 argumentative answers questions of Provão 2001 _ a test that assesses the quality of College Education in Brazil _, it is investigated, by (positively) exploring the notion of the "ruin" of discursive genres, the diversity of knowledge that a base-text (whose supposed author is a ten years old girl), and texts made by the undergraduate students of Letras, engender in their textualization process.
discursive genre; analysis of indication; literacy