Dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article

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Published: Jun 30, 2020
DOI: https://doi.org/10.5195/dpj.2020.235
Keywords:
Synonymy Writing Rewriting Process Argumentation

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Gabriela Aiolfi
Federal University of Technology of Paraná (UTFPR), Brazil
Anselmo Lima
Federal University of Technology of Paraná (UTFPR), Brazil
Letícia Lemos Gritti
Federal University of Technology of Paraná (UTFPR), Brazil

Abstract

This article presents a study that aims to identify and analyze dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article. The data were collected in the Research Laboratory entitled 'Workshop of Reading, Writing and Rewriting of Opinion Articles', an activity of the Research Group UTFPR-CNPq LAD'Humano, in 2015. The opinion articles were written by first term undergraduate students of the Letters Teacher Certification Program in Portuguese-English of the Federal University of Technology of Paraná, Brazil, Pato Branco Campus. The writing of the texts was recorded by the software AutoScreen Recorder and Inputlog. The analyses are mainly based on Bakhtin, Volosinov, and Vygotsky and show that repair by lexical synonymy has the dialogic functions of addressing the target audience of the text, of textual adjustment, of giving the desired content to discourse and of acting in the process of construction of the writer's image. As "the meaning of the word is completely determined by its context" (BAKHTIN/VOLOCHÍNOV, 2014, p.109), it is the verbal and extraverbal context of a certain word choice that will contribute or not to building the meaning intended by the writer, and that is why synonymy study in the process of writing is important.

Article Details

How to Cite
Aiolfi, G., Lima, A., & Gritti, L. L. (2020). Dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 8, A20-A41. https://doi.org/10.5195/dpj.2020.235
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Vol. 8 (2020)
Section
Articles

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Author Biographies

Gabriela Aiolfi, Federal University of Technology of Paraná (UTFPR), Brazil

GABRIELA AIOLFI will graduate as a Middle and High School Portuguese and EFL Teacher at the end of 2018 from Universidade Tecnológica Federal do Paraná - UTFPR (Federal University of Technology of Parana State, Brazil), where she has been studying since 2015. Because of her outstanding performance as an undergraduate, she is sponsored as a Student Researcher by CNPq, the Brazilian National Counsel for Scientific and Technological Development, under the advisorship of Professor Anselmo Lima and Letícia Lemos Gritti.

Anselmo Lima, Federal University of Technology of Paraná (UTFPR), Brazil

ANSELMO LIMA is a tenured Professor of Educational Linguistics at Universidade Tecnológica Federal do Paraná - UTFPR (Federal University of Technology of Parana State, Brazil). PhD in Applied Linguistics and Language Studies from Pontifícia Universidade Católica de São Paulo – PUC-SP (Pontifical Catholic University of Sao Paulo, Brazil); PhD internship in Occupational Psychology at Conservatoire National des Arts et Métiers de Paris – CNAM (National Conservatory of Arts and Trades of Paris, France) and Post-Doc in the College of Education and Human Development of the University of Delaware, USA. He is the author of “Teacher Education & Teacher Health”: www.formacaoesaudedoprofessor.com

Letícia Lemos Gritti, Federal University of Technology of Paraná (UTFPR), Brazil

LETÍCIA LEMOS GRITTI is a tenured Professor of Linguistics at Universidade Tecnológica Federal do Paraná - UTFPR (Federal University of Technology of Parana State, Brazil). PhD in Linguistics from Universidade Federal de Santa Catarina – UFSC (Federal University of Santa Catarina State, Brazil); PhD internship in Formal Language Structures at Université Paris Diderot - Paris VII, France.

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