Learning to Argue, Arguing: Tweet Genre in Native language Teaching

Authors

  • Zilda Aquino Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
  • Gabriela Dioguardi Pontifícia Universidade Católica de São Paulo

DOI:

https://doi.org/10.11606/issn.2236-4242.v28i1p49-66

Keywords:

teaching, portuguese language, argumentation, digital genres, tweet.

Abstract

Genres have been extensively discussed among Portuguese Language Teaching scholars for multiple reasons: The fact that all human activities are related to the use of language by relatively stable types of enunciation, Bakhtin (1997), the fact that the National Educational Standards (1998) point out the importance of bringing genres into the classroom, and the concern of researchers focused on Applied Linguistics, with the description of actions that may guide teachers activities towards working with genres. This paper aims to address a genre still underdeveloped in our field of study – the tweet – in order to describe its applicability in the quest for “genres stemming from argument.” The theoretical basis corresponds to the concepts of Textual Linguistics, from Marcuschi (2002-2010), considering the sociocognitive approach and discourse’s analysts that guide their work to argumentation, as Amossy (2007) among others.

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Author Biographies

  • Zilda Aquino, Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
    Faculdade de Filosofia, Letras e Ciências Humanas, Depto de Letras Clássicas e Vernáculas - Área de Filologia e Língua Portuguesa
  • Gabriela Dioguardi, Pontifícia Universidade Católica de São Paulo
    Doutoranda da Pontifícia Universidade Católica de São Paulo - PUCSP, São Paulo, Brasil. Bolsista CAPES.

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Published

2015-06-30

Issue

Vol. 28 No. 1 (2015): Digital Technologies in Teaching Portuguese

Section

Articles

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How to Cite

AQUINO, Zilda; DIOGUARDI, Gabriela. Learning to Argue, Arguing: Tweet Genre in Native language Teaching. Linha D’Água, São Paulo, v. 28, n. 1, p. 49–66, 2015. DOI: 10.11606/issn.2236-4242.v28i1p49-66. Disponível em: https://www.journals.usp.br/linhadagua/article/view/96140.. Acesso em: 13 may. 2024.