Chronic rewriting: improving the use of spelling and punctuation through cognitive and metacognitive strategies
Rewriting. Chronic. Punctuation. Orthography. Cognitive strategies. Metacognitive strategies.
This research aims, mainly, to analyze the ways the rewriting interferes in the writing proficiency of students of the ninth grade of Elementary School with regard to the use of Spelling and Punctuation. It is also intended to investigate the use of cognitive and metacognitive strategies during the moments of rewriting after the written interventions made by the teacher in the students' texts. For such, the interventions focused essentially on deviations in terms of punctuation and orthography. The authors Kato (1999), Gomes-Santos (2010), (Fiad and Mayrink-Sabinson, 1991), Ribeiro (2003), Jou and Sperb (2006), Gerhardt (2016), De Lucia and Hocevar (2008), Serafini (1995), Ruiz (2015) and Menegassi (2001), Geraldi (1997 and 2011) among others, support the theoretical references of this project. The National Curriculum Parameters (PCN) (1998), the Common National Curricular Base (BNCC) (2018) and the Minimum Curriculum of the State of Rio de Janeiro (2012) are the official documents that this project made available to establish the guidelines of the job. It was concluded that, through the work with the rewriting, it is possible to: promote the student's contact with his own text; provide the student with moments of metacognition; assess students' need for content that still needs to be further explored; personalize interventions. The accomplishment of the research also allowed the author of this work to evaluate herself as an educator, mother tongue teacher and researcher