Rewriting: the potential of catalysing texts
Abstract
The rewriting strategy is frequently adopted to foster writing skills in both mother tongue and non-mother tongue learning. The current article presents a study framed by genre-based pedagogy, which aimed at characterizing initial and rewritten versions produced by Chinese learners of Portuguese. Between the initial and the rewritten text, the catalysing element was the work on a text of the same genre, which served as a basis for the explicitness of structural features, the observation of discourse strategies and the acquisition of linguistic constructions. The analysis compared the versions in terms of length, structure and presence of inaccuracies and identified the reuse of discourse strategies and constructions of the catalysing text. The results reveal changes, in rewriting, at the global and intermediate structural level. It is also possible to identify the reuse of discursive strategies found in the catalysing text and language segments that may function as transversal within the genre.
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