4. Know and reflect on the language
Posted: Sat Apr 19, 2025 10:44 am
Teaching writing in schools goes beyond teaching students how to write cohesive texts. It involves promoting positive attitudes, such as self-confidence and boldness, and developing skills to generate, organize and record content effectively.
Furthermore, it is essential to provide students with the necessary knowledge so that they can act in different communicative situations.
So, among this knowledge, the following stand out:
Knowledge of the topics covered : allows indonesia mobile database to have sufficient repertoire to argue and express their ideas.
Familiarity with textual genres : knowing how to identify and use the formal characteristics of each genre is essential to meet communicative expectations.
Mastery of normative grammar : although all speakers intuitively know the basic rules of the language, it is necessary to expand knowledge of the standard norm. This includes spelling, punctuation, agreement, government and other essential aspects, especially in situations where formal language is required, such as in the production of journalistic or academic texts.
Exploration of stylistic resources : in addition to normative grammar, it is important to teach how to use cohesion mechanisms, period variations and punctuation strategies that suit the genre and objectives of the text.
Planning lessons that encourage reflection on the differences between everyday language and standard language is key. In this way, students learn not only to respect the conventions of the prestigious language, but also to explore the linguistic and stylistic richness of the Portuguese language.
By integrating this knowledge, teachers contribute to training students to write relevant, cohesive texts that are appropriate for the most diverse communication situations, ensuring that they recognize the importance of writing as a tool for expression and social transformation.
Working on textual genres progressively
When teaching writing in schools, it is essential to involve students in reading, writing and reflecting on the language, using different textual genres. Thus, these genres can be grouped into five categories that serve different purposes and contexts:
Storytelling genres (story, fable, chronicle, etc.)
Reporting genres (news, biography, historical report, etc.)
Argumentation genres (opinion articles, letters of complaint, etc.)
Exhibit genres (scientific report, entries, didactic text, etc.)
Genres of describing actions (recipes, manuals, instructions, etc.)
The proposal to work with these genres throughout schooling follows the idea of spiral learning. In other words, the same genre can be revisited at different times, with increasingly complex approaches as students advance in their learning.
This then allows students to develop their writing skills gradually, adjusting their use of language according to the demands of each genre and the context of production.
Furthermore, it is essential to provide students with the necessary knowledge so that they can act in different communicative situations.
So, among this knowledge, the following stand out:
Knowledge of the topics covered : allows indonesia mobile database to have sufficient repertoire to argue and express their ideas.
Familiarity with textual genres : knowing how to identify and use the formal characteristics of each genre is essential to meet communicative expectations.
Mastery of normative grammar : although all speakers intuitively know the basic rules of the language, it is necessary to expand knowledge of the standard norm. This includes spelling, punctuation, agreement, government and other essential aspects, especially in situations where formal language is required, such as in the production of journalistic or academic texts.
Exploration of stylistic resources : in addition to normative grammar, it is important to teach how to use cohesion mechanisms, period variations and punctuation strategies that suit the genre and objectives of the text.
Planning lessons that encourage reflection on the differences between everyday language and standard language is key. In this way, students learn not only to respect the conventions of the prestigious language, but also to explore the linguistic and stylistic richness of the Portuguese language.
By integrating this knowledge, teachers contribute to training students to write relevant, cohesive texts that are appropriate for the most diverse communication situations, ensuring that they recognize the importance of writing as a tool for expression and social transformation.
Working on textual genres progressively
When teaching writing in schools, it is essential to involve students in reading, writing and reflecting on the language, using different textual genres. Thus, these genres can be grouped into five categories that serve different purposes and contexts:
Storytelling genres (story, fable, chronicle, etc.)
Reporting genres (news, biography, historical report, etc.)
Argumentation genres (opinion articles, letters of complaint, etc.)
Exhibit genres (scientific report, entries, didactic text, etc.)
Genres of describing actions (recipes, manuals, instructions, etc.)
The proposal to work with these genres throughout schooling follows the idea of spiral learning. In other words, the same genre can be revisited at different times, with increasingly complex approaches as students advance in their learning.
This then allows students to develop their writing skills gradually, adjusting their use of language according to the demands of each genre and the context of production.