Letter of complaint, didactic sequence and learning: tripod for the development of children's argumentative discourse

Authors

  • Ana Paula Martins Alves Universidade Federal do Ceará
  • Mônica de Souza Serafim Universidade Federal do Ceará

DOI:

https://doi.org/10.5007/1984-8412.2014v11n4p385

Abstract

This paper aims to investigate the development of argumentative discourse in the writing of the letter-of-complaint genre by students in the 4th grade of elementary school in a Brazilian public school, through the development of a Didactic Sequence. To undertake this work, we relied on the dialogical conception of Bakhtin (1988), the letter-of-complaint genre by Barton & Hall (2000) and Bazerman (2011), and Scheneuwly and Dolz’s studies (2004) on didactic sequence. Results showed that, when the productions of the participants are compared, the Didactic Sequence is an effective methodology for a systematic teaching and for a significant development of argumentative discourse.

Author Biographies

Ana Paula Martins Alves, Universidade Federal do Ceará

Mestra e Doutoranda pela Universidade Federal do Ceará

Mônica de Souza Serafim, Universidade Federal do Ceará

Professora do Curso de Letras e do Programa de Pós-Graduação em Linguística da Universidade Federal do Ceará

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Published

2014-12-06

Issue

Vol. 11 No. 4 (2014)

Section

Article

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