Sequential Causal Connectors in the Construction of Argumentative Paragraphs
textual connectors; sequential cohesion; text production; argumentative text; action research.
This dissertation investigates the importance of sequential textual connectors in the construction of argumentative paragraphs written by third-year high school students. Grounded in the studies of Koch (1998, 2006, 2011) and Depubel (2010), the research analyzed the presence and use of these linguistic elements in students' written productions, with special attention to connectors that establish cause-and-effect relationships. The study was conducted through an action research methodology, based on Tripp's (2005) proposal, involving an initial diagnosis, pedagogical intervention, and analysis of the results obtained. The data revealed weaknesses related to the limited and, at times, inappropriate use of textual connectors, which compromised sequential cohesion and argumentative progression in students' texts. The intervention contributed to the expansion of participants' linguistic repertoire and promoted improvements in the argumentative organization of the paragraphs produced. The findings highlight the relevance of the systematic teaching of textual connectors as a strategy for developing argumentative writing skills in high school, contributing to the production of more cohesive, articulated, and effective texts from an argumentative perspective.