Indirect anaphoras in written news: improving the productions of 7th graders

Abstract

This work has as its aim to discuss the use of indirect anaphoras in the production of the written news genre by 7th grade students of a public school. It is necessary to clarify that the text is a clipping of a thesis defended on PROFLETRAS/UERN. In order de develop this work, we chose a qualitative approach through the means of research-action. The intervening proposal which motivated this research was composed of seven elements and was adopted on the basis of Dolz, Noverraz, and Schneuwely (2004) didactical sequence.  In the proposal of the activities presented in this text, the goal was to stimulate the effective use of referring strategies, privileging the use of indirect anaphoras. In this sense, we had as theoretical base, mainly, the works of Cavalcante (2011; 2012), Cavalcante et al (2014), Koch and Elias (2015a; 2015b), Marcuschi (2002) and Sá (2004). This orientation is explained through the fact that those works are grounded in the socio-cognitive and interactionist perspective of language. The analyses showed, from the comparison between the students"™ initial and final productions, advances related to the more effective use of anaphorical-reference strategies, directed to the textual progression and coherence/cohesion. Those perceptions reinforce the relevance of the teaching practice of the native language directed to the work with written production, based on textual genres and on the processes that help in text organization.