The textual review process: prototypical examples of genre as regulatory elements of writing

Abstract

Textual review is a complex activity that presents numerous difficulties because the writer has to distance himself from the text. That is to say, the writer splits himself into reader, and deals in real time with problems that have to do with different linguistic and communicative levels. In order to face this task, the reader has to make decisions about what to do and in what order, namely, he has to regulate the writing process to control the problems that have emerged with this activity. Therefore, in the process of teaching and learning how to write, the didactic intervention has to offer and enhance the use of instruments and mechanisms that promote the regulation process. In this study, thus, we shall show the role that prototypical examples of discursive genre can play in the regulation of writing, focusing on the textual revision phase. In order to do this, we have analysed the writing process in the classroom with the aim of improving the teaching intervention and the didactic sequences to learn to write.