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Escrita colaborativa no ensino superior
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Orientador(es)
Resumo(s)
This paper focuses on the analysis of peer interaction in a collaborative writing task implemented in higher education. The task involved the production of a scientific paper's abstract (just like this one) by students attending the course unit of Portuguese Academic Writing (1st year of the Bachelor’s degree in Basic Education). The study offers an exploratory analysis of one dyad interaction on the basis of the Socio-discursive Interacionism framework. In line with Bulea-Bronckart (2014), five different action figures are suggested to analyse the student’s conceptions about the writing production of a scientific paper's abstract, showing how these figures rely on discourse types and other linguistic choices.
Descrição
UID/LIN/03213/2013
Palavras-chave
SDG 4 - Quality Education