DEVELOPMENT OF THE WRITING OF ARGUMENTATIVE TEXTS BY MEANS OF
METACOGNITION OF CAUSAL CONSTRUCTIONS
Writing, causal constructions, metacognition.
The production and reading of a dissertation-argumentative text,
depending on the theme and the construction of the text, brings many
problems in the classroom for students and teachers. One of these
observed difficulties seems to be that of representing arguments, in
particular, those developed in distribution by a larger design of fact and
opinion. This difficulty manifests itself both in reading and in production.
Considering the relevance of the notion of causality to the practices of
reading and textual production, the general objective of this research is to
investigate the types of logical relations that students establish to support
the process of argumentation in their texts. As specific objectives for this
purpose, it is understood the need to (a) categorize and analyze the
logical relations between fact and opinion; (b) propose a metacognitive
approach to teaching the process of this type of argumentation in writing.