ABSTRACT
In this work, we seek to analyze the recurrent linguistic-discursive characteristics in opinion articles produced by basic education students. As a theoretical contribution to the analysis of the corpus, we start from the notion of Socio-rhetorical genre (MILLLER, 1984MILLER, C. (1994). Genre as Social Action. In: FREEDMAN, A., MEDWAY, P. (eds). Genre and the New Rethoric. London. Taylor and Francis, London, UK, pp. 23-42., 2014; BAZERMAN, 2011aBAZERMAN, C. (2011a). Gêneros textuais, tipificação e interação. Judith C. Hoffnagel, Ângela P. Dionísio (orgs)São Paulo: Cortez. ; 2011bBAZERMAN, C. (2011b). Gênero, Agência e Escrita. Judith C. Hoffnagel, Ângela P. Dionísio (orgs). São Paulo: Cortez.; 2015BAZERMAN, C. (2015). Retórica da Ação Letrada, trad. Adail Sobral, Angela Dionisio, Judith Chambliss Hoffnagel, Pietra Acunha. 1.ed. São Paulo: Parábola Editorial.), from Swales (1990)SWALES, J. M. (1990). Genre Analysis: English in academic and research settings. New York: Cambridge University Press. theoretical-methodological principles and from the concepts of Systemic-Functional Grammar (SFG) (HALLYDAY; MATTHIESSEN, 2014HALLIDAY, M. A. K.; MATTHIESSEN, C. M. I. M. (2014). Halliday’s Introduction to Functional Grammar. New York / London: Routledge.). The research corpus is made up of 59 opinion articles produced by students of the 9th grade of Elementary School in the classroom context. The results of the analysis indicate that the rhetorical structure of the opinion article produced by these students presents typical movements and steps of the communicative situation of production of the texts. We verified that the articles of opinion written by the students present the following movements: 1 - Contextualization; 2 - Thesis presentation; 3 - Thesis defense; 4 - Synthesis and reiteration. Quantifying the data, we found that students use Movements 2 and 3 more frequently. The analysis of ideational meanings has shown that students use material processes associated with generic names participants to indicate facts and actions, identify and attribute characteristics to text field, semiotic object or semiotic abstraction through relational processes, and position themselves using personal pronouns participants associated with relational processes. The analysis of interpersonal resources indicated that, among these resources, students predominantly use modal verbs and expressions and comment adjuncts. The findings can foster the production of didactic materials that emphasize didactic activities that assist young writers in their writing practice in a situated way.
Keywords:
opinion article; rhetorical structure; linguistics resources
Fonte: Autores.