The interview as a literacy artefact contributions to written production at university

Abstract

This research article is conceived within the framework of the text reception/production processes in the context of the Argentinian public university. Based on a pedagogical practice, the text linguistics and certain interface studies, it proposes approaching the production of academic texts through the use of an interview as a reading artefact so as to write argumentative texts, with the aim of guiding the writing process and promoting the idiosyncratic development of statements. In regards of the methodology, it was used the descriptive levels of text linguistics, the interface and the relationship established between the discourse requested for the production and the artefact put into action for it. As a result, it is evident that the questions that guide the writing process are writing artefacts insofar as they activate the use of linkers, verbal, and lexical forms not present in the interview. Therefore, it is discussed the use of these guiding questions to address other reading artefacts and their implications in the development of academic writing and, specifically, the writing process of more extensive text types. It is concluded that text productions present both enunciative sequences due to the resonance of the source text in the memory of the students, and innovative sequences due to resources activated in them, given the questions related to the interview, which enhance the writing process.