Paragraph: superable challenge for the dysfunction of writing
paragrafting; topic-phrasal; progression
This research has been carried out in the Municipal School 20. 18. 094 Paulo Renato Souza, belonging to the Municipal Secretary of Education, City Hall of the City of Rio de Janeiro. Its development takes place in Unified School Unit, in class of the 9th year of Elementary School. This study intends to present a contribution to the complex task of teaching writing. It is based on theoretical and practical studies with students from that EU. It is more precisely the writing of discursive texts, commonly used for admission tests to High School, but little observed by the curriculum common to that Department of Education, due to the little or almost no literacy teaching in the materials available to the students of the Network. However, there is an emphasis on the process of paragrafting, through which the discursive text is constructed (more precisely the genre of opinion), through strategies such as referral and topical progression, in order to be able to reach the larger goal, which is the greater proficiency in the writing of this genre by the students. Studies regarding the use of questions that explore the cognitive processes of the student in order to lead to answers that may be more complex to construct will also be used for the purpose of helping to guide the writing since it is common to the student the doubt about what to write next. These previous questions should therefore fill these gaps, leading to greater facilities for written communication with greater enjoyment, a major goal of this study.