HOW TO WORK THE PRODUCTION OF TEXTS

Learn how to work the production of texts, the production of texts by itself, does not make the student evolve in their creation process, but the quality of intervention that is given to them.

REGISTRATION SUGGESTIONS FOR TEXT PRODUCTION

The analysis of writing must take place both by the students and mainly by the teachers, as it is through the assessment that the teacher makes of the production of each student that he will outline goals and strategies to be developed with the student/class.

REGISTRATION FOR THE STUDENT

It is very good that the student can evaluate his text production, discovering for himself what can be improved. Therefore, below is a suggestion for a text evaluation form that can be expanded and modified according to the text produced and the class in question.

ASSESSING MY PRODUCTION

1. Did I put a title?
2. Does the title fit the text?
3. Are the paragraphs aligned?
4. Is my production looking good?
5. Is the handwriting legible?
6. Is the type of text I used in accordance with the proposal?
7. Did I use the correct structure for this type of text?
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8. Did I use the proper punctuation marks?
9. Did I correct the spelling?

10. Are the sentences clear?

1. Does the text have a logical sequence (beginning, middle and end)?

This form can be made, one for each student, as a loan, so that he can consult and evaluate his production (sticker on cardboard). The teacher can also use it to assess the students' production and thus have data to tabulate the difficulties that each student encountered when carrying out the production..

VERIFICATION FORM - TEXT PRODUCTION

This is another resource that the teacher should use to tabulate and detect the difficulties encountered in the production of students' texts. Once the problems are detected, the teacher will seek strategies, such as collective or individual revision of the texts, to improve writing.

This form is also a model for the teacher and can be modified according to the needs and profile of the class.

DIDACTIC TREATMENT

Listed below are some didactic procedures to implement a continuous practice of text production at school:

• offer good quality printed written texts, through reading (when students still do not read independently, this is makes it possible through readings of texts carried out by the teacher, which also needs to be an ongoing practice and frequent); It is these texts that can become writing references for students;(In the library we will get a collection of literary books, but we can ask students to bring other types of texts from home: informative, instructional, among others. We can also offer students different types of texts in photocopying activities).
• ask students to produce texts long before they know how to write them. Dictating to the teacher, to a colleague who already knows how to write or to be recorded to be seen in a video is a way to make this possible. When you still don't know how to write, listening to someone reading the text they produced is an important experience;(It's a good job to be done at Ed. Infantil).
• propose situations for the production of texts, in small groups, in which students share the activities, although performing different tasks: producing properly, writing and revising. This is a very productive didactic strategy because it allows the difficulties inherent in the requirement to coordinate many aspects at the same time to be shared among students. They can momentarily devote themselves to a more specific task while others take care of the rest.These are situations in which a student produces and dictates to another, who writes, while a third person reviews, for example. Experiencing these different enunciative roles, engaging with each one, at a time, in a collaborative activity, they can build their competence to later carry out by themselves all the procedures involved in the production of texts.(The Texts Workshop is a very rich work. Before the teacher corrects the text that the student produced, the classmates will read the text, one of the others, and suggest to the author the necessary correction. Thus, discussing, they will review the text and will be in contact with different ways of writing – this is a great learning experience. Ask students to sign their names on the productions they read. After this proofreading work, in different pairs, the teacher corrects the student's text, using the correction criteria presented below and the student will write it making the corrections needed. Presenting your production for appreciation is an important strategy for both the student who presents and the students who are the audience. I believe that this is a complete work of text production, but that it should be developed in classes that have already built the alphabetical basis for writing; otherwise, we will not be respecting the read/write acquisition process).

CREATION SITUATIONS

When one intends to train competent writers, it is also necessary to offer conditions for students to create their own texts and to assess their creative path. Of course, this is only possible if they have built up a wide repertoire of models, which allows them to recreate, create, recreate their own creations. It is important that you never lose sight of the fact that there is no way to create from scratch: it is necessary to have good references. Therefore, forming good writers depends not only on a continued practice of text production, but on a constant practice of reading.(Reading is essential for writing, both in its notational aspect and in the functioning of language).

One way of working on the creation of texts is the production workshops or ateliers, (as previously specified). A workshop is a didactic situation where the proposal is for students to produce texts with different reference materials available, depending on what they are going to produce.

The possibility of evaluating the creative path is important for raising awareness of the issues involved in the text production process. This is something that depends on the teacher making the students expose their preferences, difficulties or the chosen and abandoned alternatives. This work of clarification allows, over time, the analysis procedures proposed by the teacher are incorporated into the student's practice of reflection, favoring greater control over their process. creator. An important contribution is to get to know the creative process of other authors, whether through direct contact or through texts written by them on the topic or through videos, interviews, etc.

Finally, it is important to note that not all contents are possible to be worked through of proposals that contextualize the writing of texts: sometimes, it is necessary to write only for learn. The important thing, however, is to make sense of writing activities.

On the other hand, considering the text as a basic unit of Portuguese Language teaching does not mean that, eventually, it is not necessary to analyze units such as words and even syllables.