TRACES OF AUTHORSHIP IN SCHOOL REVIEWS BY HIGH SCHOOL STUDENTS

ABSTRACT This article provides an analysis about traces of authorship in three school reviews produced by high school students attending second and third grades at Sergipe Federal Institute. The theoretical basis involves socio-interactionist perspective in Bakhtin Circle and guidelines suggested by Possenti (2009a, 2009b, 2013). The socio-interactionist theory guides the school planning concerning the class work with genres, authorship and style; Possenti's conceptions are more specific in regard to the pedagogical work about the traces of authorship in the students' writing production, where the control of linguistic resources is examined. In the analysis, it is examined the association with cultural elements as well as the occurrence of possible enunciative decisions made by producers, involving vocabulary choices and variation of the formal aspects in the texts. It is also attempted to relate the school reviews to a locus of enunciation. These features have proved relevant to observe the traces of authorship in the school reviews.