LEARNING TO WRITE ARGUMENTATIVE TEXTS. ANALYSIS OF MARKS OF ENUNCIATION IN CHILDREN'S LETTERS

This article studies the impact of didactic intervention on the usage of marks of enunciation, in application letters written by Spanish speaking children, from 3rd grade of primary education, from Cordoba, Argentina. The letters were produced in the frame of a didactic sequence with a series of activities organized in modules. The sequence aimed to improve discourse competences involved in the writing of this discursive genre. The marks of enunciation of initial and final productions were compared. The results suggest that the usage of these linguistic marks can be considered as a part of children procedural knowledge about the relations between a) linguistic issues, b) textual genre, c) adaptation levels to the communicative situation and d) register variations. The difficulties observed were also analyzed as signs that show the incidence of the enunciative situation and their communicative parameters on the linguistic units of the text. Finally, the didactic implications are discussed.