A ESCRITA ACADÊMICA E OS RECURSOS DO SUBSISTEMA DE ATITUDE

Abstract

The purpose of this article is to analyze, in light of Systemic-Functional Linguistics (HALLIDAY; ​​MATTHIESSEN, 2014; HALLIDAY; ​​HASAN, 1985), the writing of texts made by entering students of the Literature course at the Federal University of Rio Grande do Sul (UFRGS). The focus on the interpersonal metafunction of language, the study emphasis is on the semantic-discursive stratum, more specifically on the interpersonal resources of Attitude, of the Evaluative system (MARTIN; ROSE, 2007; MARTIN; WHITE, 2005). The study corpus is composed of four texts resulting from tasks performed in the discipline of Reading and Textual Production, whose proposal for writing is based on the dialogue between students' texts (written and rewritten), monitors (opinions) and colleagues (comments). For this study, the selected interaction data includes (1) the Personal Presentation text writing, (2) the Opinion, (3) the Rewriting and (4) the Comment. Based on the methodology of semantic-discursive analysis developed by Martin and Rose (2007) and Martin and White (2005), the study consisted of (i) categorization of the corpus regarding the contexts of culture and situation, (ii) mapping the achievements linguistic aspects related to the Attitude subsystem and (iii) crossing the data to interpret the results. The results obtained demonstrate the dynamics of the relationship between the language system and the social context by highlighting the context influence on the semantic choices made by the writers of the texts under analysis