L1 - Educational Studies in Languages and Literature
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Pereira, L.,Cardoso, I, & Graça, L. (2009). For a definition of the teaching/learning of writing in L1: Research and action. L1–Educational Studies in Language and Literature, 9 (4), 87-123. https://doi.org/10.17239/L1ESLL-2009.09.04.02

With this article we hope to contribute towards the definition of the field of the Didactics of Writing in Portugal, an area which has been developing, essentially, since the mid 90s, in order to define both the problems surrounding research in this area, as well as the contents used in the teaching and learn-ing of writing which result from the former. It is not our objective to go into detail concerning the state of the art in this field in Portugal; our purpose is to present the main perspectives which have emerged throughout recent years, defining an area which is currently beginning to show signs of greater definition. Thus, we shall attempt to provide some answers to the following research questions: what context encouraged the emergence of this area of study, how has the configuration of this field been perceived, what theoretical references sustain the empirical research underlying this development? In order to answer these research questions, three analysis axes were considered which, from our viewpoint, aggregate the research themes within the Didactics of Writing. In the first analysis axis, the objective is to present a set of findings centred on the processes underlying students’ activity of writing texts, focusing more specifically on the development of textual revision competence. In the second analysis axis, the aim is to validate the emergence of a research line which is pertinent to the Didactics of Writing, focusing on the relevance of teachers and students’ relationship with writing. In the third analysis axis, we present an illustrative layout of a research line which demonstrates the relevance of understanding the teacher’s action when working with text genres. Subsequently, we shall demonstrate the way in which these three axes can configure a referential in the definition of a global teaching and learning model for writing, capable of providing guidelines for classroom action. Finally, we shall discuss some research directions which sustain the validity of this model.


Authors Luísa Álvares Pereira
Inês Cardoso
Luciana Graça
Publication date 2009-11-05
DOI 10.17239/L1ESLL-2009.09.04.02
Collection Special issue L1 Research in Portugal
Subject Writing
didactic devices
procedural writing
relationship with writing
representations of writing
textual competence
textual revision
Document 1
File PereiraCG_MS336FPublished.pdf
Available since 2009-11-05 23:01:36
Description Published version