Sujeitos leitores e as marcas textuais de suas produções escritas.

Abstract

This paper aimed to combine the experience obtained through the reading practice with the opinion texts writing practice, emphasizing its relationship – in terms of written production resulted. The analysis of the interplay read-write was the strategy used to show that the student-reader mobilizes all his/her range of reading in the production of texts, since it is believed that active reading, criticizes, influences the writing in as a decisively form, enabling the expansion the themes and ideas that generate discussion and understanding. Using a questionnaire, it was attempted to describe the reader profile of the participants, with regard to practices and usual reading materials. Then it was checked in what language aspects the students who read, often show great ability to produce opinion texts, as it is often claimed that anyone who reads a lot, can write more easily, demonstrating this through the organization of mechanisms cohesion and coherence, the ordering of arguments, the presence of polyphony, the discursive formation of the texts produced. The analysis of the text focused collected in four different theoretical lines. According to the rhetoric (Breton, 2003), the argumentative text requires the use of arguments that support the initial thesis, it means, reasons that provide support to the view presented, in an attempt to convince the reader that the theory is consistent. Thus, the subject writer may appeal, for example, to the arguments of authority, and of example or experience. According to the textual language, several linguistic elements are indicators of the relations of meaning and argumentative orientation, so that it becomes important to analyze the resources mobilized for the establishment of cohesion, either by repetition or by association and connection (ANTUNES, 2005). The third line included in this analysis was the analysis of the discourse, through the concept of heterogeneity shown and constitutive (REVUZ, 2004), in which the other’s presence – his/her voice and influence – may be explicitly or implicitly identified in the discourse. Finally, textual analysis of the discourse (ADAM, 2011), proposes an analysis of the way links built in discourse, reiterating the importance of the concepts of the textual linguistic and the analysis of the discourse both together. Thus, this theoretical analyzes since from the maintaining of the theme and the informativesness of it, to the use of markers of argumentation. Selected the theoretical bases and criteria for analysis, the produced texts were divided into three groups: 1 – building more complex and elaborate linguistic point of view, 2 – textual constructions that use some cohesive features, enabling such consistency, but not mastery; 3 – buildings that show little management language and speech difficulty. Finally, it was the triangulation of collected data, 8 texts and resources used, production profile player from each group. The results confirm the hypothesis that written productions show the influence of the readings, since the authors of these texts make up a profile of regular readers.