Τα σχολικά γραπτά είδη κειμένων ως κοινωνικές διαδικασίες: Θεωρητική ανάλυση και διδακτικές πρακτικές

Περίληψη

The goal of the present study is to discuss the social functions of five fundamental written genres of schooling and the relative to them structural and lexico–grammatical features: describing, instructing, explaining, arguing and narrating. This [inter]textual analysis, based on the “genre as social process” model, is followed by a proposal for its translation into a pedagogical practice. The main aim of this pro-posal is to bring the relationship between genres and their social contexts into focus and consequentlyto develop a critical genre awareness. A full appraisalof the pro-posed genre analysis and of the various literacy practices developed at its twenty–year implementation in schools is attempted at the end of the study.