Guiding notes as an instrument of interaction in the learning-teaching process of writing

Abstract

This paper shows the analysis of lexicogrammar choices in a genre catalyst in the process of literacy and teaching training: the guiding notes. Based on the textualinteractive perspective to evaluate texts and on principles of Systemic Functional Linguistics, we analyze guiding notes produced by a language training teacher to students who participate in a text workshop developed in a public school in Santa Maria. The analysis highlighted which lexicogrammar elements related to ideational and interpersonal metafunction are used to establish interaction, induce and guide writing. From lexicogrammar patterns, four basic movements are proposed to organize the guiding notes: reader’s reactions to the text, compliments about the writing, and guiding and incentive for rewriting.