Pub Date : 1900-01-01DOI: 10.37514/int-b.2019.0421.2.04
Bruno Dias, E. Calil
Giving names to characters of invented stories is a creative process in itself. Our study analyzed how a dyad of pupils recently literate, writing a text collaboratively at school, debated what name they would assign to the main character of a story created by them. Choosing the character’s name, the pupils made evident the references they draw on when writing a narrative, a feature that Amorim (2009) calls memory of the object, and the typological intertextuality they used (a group of characteristics that are common in a textual genre, such as narrative in this case). We selected as unit of analysis the dialogal text (dt): the conversation of the students during this process, registered with multimodal tools, while respecting the environmental, didactic and interactional conditions of the classroom. Through the dts we were able to observe and obtain some insights on the following aspects: why some parts of the text were erased during composing; why there were substitutions of a word by another one; why the dyad made certain decisions concerning the spelling of a particular word, and their initial relationship with punctuation marks; and * Doctoral Student. Postgraduate Program of Languages and Linguistics. Federal University of Alagoas, Brazil. E-mail: brunojaborandy@gmail. com ** Titular Professor. Postgraduate Program of Languages and Linguistics. Federal University of Alagoas, Brazil. E-mail: eduardocalil@hotmail.com 92 | Bruno Jaborandy Maia Dias & Eduardo Cali l finally, the “teacher’s voice” along with her didactics in the discussion with the students. We investigated what Calil (2016) has called commented oral erasure, a phenomenon composed of a point in the text that is a trigger to the debate between the students (textual object) and the comments made about this object. Our focus was on the subdivisions called textual comments, the ones related to the criteria of textuality.
给虚构故事中的人物起名本身就是一个创造性的过程。我们的研究分析了一组最近在学校合作写一篇文章的学生是如何讨论给他们创作的故事的主角起什么名字的。在选择角色的名字时，学生们明确了他们在写故事时所引用的参考资料，这是阿莫林(2009)称之为对对象的记忆的特征，以及他们使用的类型学互文性(一组在文本类型中常见的特征，比如在这种情况下的叙事)。我们选择对话文本(dt)作为分析单元:学生在此过程中的对话，使用多模式工具进行记录，同时尊重课堂的环境、教学和互动条件。通过dts，我们可以观察并获得以下几个方面的一些见解:为什么在写作过程中文本的某些部分被擦除;为什么要用一个词替换另一个词;为什么二分体会对一个特定单词的拼写做出某些决定，以及它们与标点符号的最初关系;*博士生。语言与语言学研究生课程。阿拉戈斯联邦大学，巴西。电子邮件:brunojaborandy@gmail。名义教授。语言与语言学研究生课程。阿拉戈斯联邦大学，巴西。E-mail: eduardocalil@hotmail.com 92 | Bruno Jaborandy Maia Dias & Eduardo Cali最后，“老师的声音”伴随着她的教学在与学生的讨论中。我们调查了calal(2016)所说的评论口头擦除，这是一种由文本中的一个点组成的现象，它触发了学生(文本对象)和对该对象的评论之间的辩论。我们的重点是被称为文本注释的细分，它们与文本性的标准有关。
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