Schoolchildren's recount narratives : researching elements in english and in portuguese

• Ano de defesa: 2007
• Autor(a) principal: Corrêa, Simone de Brito
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Letras; letras
• Palavras-chave em Português: Narrativa (Retórica); Análise do discurso narrativo; Linguagem e língua; Lingüística; Lingüística aplicada; Narrativa pessoal; Adolescente; Avaliação; Organização retórica; Variação; Estágios avaliativos; Enfoque sócio -semiótico; Elementos léxico-gramaticais; Retórica contrastiva; Narrative genre; Rhetorical organisation; Variation; Valuative stages; Socio-semiotic approach; Lexicogrammatical features; Contrastive rhetoric; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://app.uff.br/riuff/handle/1/17789

This study examines a set of narratives written by Brazilian and British pre-adolescents and attempts to establish similarities and differences both in terms of the rhetorical organisation of the texts and of the lexico-grammatical features identified in the stages with evaluative features. This work is also intended to characterize the role performed by these features in the analysis of the aforementioned genre. In order to identify the stages of the genre and describe their respective function, the analytical framework developed by Labov and Waletzky (1967) for narratives of personal experience was applied to these texts. In addition, with a view to characterizing the stages with evaluative features, this study has also drawn on the types of evaluation proposed by Labov (1972). The last step of the analysis centred on the identification and descriptio n of the elements of Transitivity, Modality and Theme, following the socio - semiotic approach of the Systemic-Functional Grammar (Halliday, 1978, 1985, 1989, 2004; Halliday and Hasan, 1989). Finally, principles pertaining to the field of Contrastive Rhetoric (Kaplan, 1988; Purves, 1988; Connor, 1996; Grabe, 1998) were applied in the comparison of the texts, both in terms of their macro- and micro-patternings. The resulting macro-level analyses of the data have shown that both sets of narratives contained extensive examples of evaluative language, at various stages of the narrative framework including the Complicating sections, all of which were predominantly evaluative. The lexico-grammatical analyses revealed a number of common outstanding features in both sets of texts, particularly in terms of the material type of process and of the attitudinal epithets employed (i.e., constituents of the systems of Transitivity and Modality, respectively). Finally, the Theme analysis of the texts in English revealed that the textual ^ topical prevailed over the unmarked topical type. Although an inverted pattern was identified in the texts in Portuguese, several common features were employed in both sets of texts, including the most outstanding choices for each of these theme types (i.e., the conjunctions and and e in textual theme, and first person pronouns in unmarked topical theme).