Ocorrência de marcadores de reformulação em textos produzidos por alunos de graduação: uma interface descritivo-argumentativa

Abstract

This master thesis had its genesis marked by the intention of verifying how, by means of certain linguistic elements, the student reformulates parts of his text in order to rectify it, give it more precision or, even, increase the argumentative strength of your writing. In this context, the work turned to the incidence of reformulation markers in texts produced by newly enrolled students in the first period of the Letters course at the Federal Technological University of Paraná (UTFPR). The study found support in the research by Arbusti and Romanini (2018) about the use of such elements in texts of students who enter a university. According to scholars, the reformulation markers infiltrate the possibility for the student to modify his first attempt at writing since the reconfiguration of his text establishes a difference between the first and the second writing. Thus, it was decided to analyze the use of reformulation markers, that is, in other words, this means that, that is to say, in other words, among others. During the research, the need arose to observe whether the aforementioned markers were used as a form of strategy used by the students with the objective of reformulating their texts due to the perception of some flaw in the first writing or, also, due to a need greater to explain or improve the text for those who read it, or, perhaps, to convince their interlocutor about the content of their writing. According to Argentine researchers Arbusti and Romanini (2018), the use of reformulation markers by newly enrolled students in higher education does not come from a strategy but from a circumstance. For them, students resort to the marker in an eventual way. The researchers’ perception is based on the principle that, in order to effectively reformulate, the segment reformulated by means of the marker must be not only relevant to the theory but also to the segment that originated it, without which there is none, for them , the effectiveness of the reformulation. In the work now proposed, it is important to believe that the clerk makes use of a strategy when resorting to the reformulation marker, because, when judging that his text needs something more (an explanation, rectification, argumentative reinforcement or even greater precision), he seeks the resources that the language offers, in this case, the reformulation marker, in order to remedy possible slips and lead his text to what, in his perception, offers greater concreteness to writing. Therefore, when using such linguistic elements as a strategy to explain, rectify, give more precision or, even, reinforce the argumentative content of his writing, the student will be mobilizing the internalized epi and metalinguistic knowledge, regardless of the degree of theoretical knowledge that he has. Thus, the scenario in which the investigation of this research corpus originated, in addition to strengthening and materializing with the use of reformulation markers as a strategy for the reformulation of a given text, was based on the conception of language as cognitive technology, developed by Dascal (2002) as well as in the categorization of the use of said markers as a cognitive resource and / or tool according to the standards that the language itself provides to its users, in the concepts regarding technique, technology and their relations with language in the meanings of Vieira Pinto (2013) and Cupani (2016; 2018) as well as in the studies of Koch (1996), Wachowicz (2010) and Arbusti and Romanini (2018) about reformulation markers, in order to correlate them to a descriptive-argumentative basis and to the epilinguistic and metalinguistic knowledge, inherent to the speaker or the writer. This time, it is believed that the intention of saying something and, when saying it, realizing that what was said is not clear leads the author of the text to the use of reformulation markers to explain, give more precision or even reinforce the argument contained in his writing.