Which AI corrects writing? Meet CRIA .
Posted: Sat Apr 19, 2025 10:43 am
So, this organization goes through three fundamental steps: generating ideas, textualizing these ideas (transforming them into a cohesive and clear text) and recording the content on paper.
Furthermore, it is crucial to monitor each step of the process, ensuring that the text meets the purpose of the proposal and the expectations of the readers.
An important part of this process is helping students understand the communicative context of the text. They need to learn to adapt indonesia mobile database writing to the target audience and the expected textual genre, building effective discursive strategies.
Therefore, the teacher must propose activities that stimulate reflection on the author-reader interaction, showing how texts can be planned to achieve the desired effects.
Teaching writing, therefore, means working with a multiplicity of actions and knowledge. It is up to the teacher to propose teaching strategies that help students develop these skills in an integrated way, from organizing ideas to adapting them to the communicative context.
In the next topics, we will talk about practical objectives for teaching writing and how to apply them in the day-to-day classroom.
You may also be interested in:
Free online pre-university essay analysis .
How can artificial intelligence help with ENEM?
1. Not being afraid is the first step
Many students face challenges when writing texts, one of the main ones being the fear of making mistakes. Many feel a gap between what they think and what they can put on paper.
Thus, this blockage is related to the way language is treated at school and in society, which often devalues students' forms of oral expression.
Research, such as that of Eglê Franchi (2002), shows that this devaluation leads students to distrust their ability to communicate, seeing writing as something distant from their reality.
Furthermore, many people believe that formal language is “better” or “correct,” while their own ways of speaking are “wrong” or “inappropriate.” This view undermines self-esteem and makes it difficult to learn to write.
To reverse this situation, it is essential that teachers adopt strategies that value students' prior knowledge and linguistic varieties. Franchi proposed activities that compare the linguistic varieties used by students in their daily lives with those present in formal contexts.
This approach demonstrated that all forms of language have value and that students can master different registers depending on the situation.
Furthermore, it is crucial to monitor each step of the process, ensuring that the text meets the purpose of the proposal and the expectations of the readers.
An important part of this process is helping students understand the communicative context of the text. They need to learn to adapt indonesia mobile database writing to the target audience and the expected textual genre, building effective discursive strategies.
Therefore, the teacher must propose activities that stimulate reflection on the author-reader interaction, showing how texts can be planned to achieve the desired effects.
Teaching writing, therefore, means working with a multiplicity of actions and knowledge. It is up to the teacher to propose teaching strategies that help students develop these skills in an integrated way, from organizing ideas to adapting them to the communicative context.
In the next topics, we will talk about practical objectives for teaching writing and how to apply them in the day-to-day classroom.
You may also be interested in:
Free online pre-university essay analysis .
How can artificial intelligence help with ENEM?
1. Not being afraid is the first step
Many students face challenges when writing texts, one of the main ones being the fear of making mistakes. Many feel a gap between what they think and what they can put on paper.
Thus, this blockage is related to the way language is treated at school and in society, which often devalues students' forms of oral expression.
Research, such as that of Eglê Franchi (2002), shows that this devaluation leads students to distrust their ability to communicate, seeing writing as something distant from their reality.
Furthermore, many people believe that formal language is “better” or “correct,” while their own ways of speaking are “wrong” or “inappropriate.” This view undermines self-esteem and makes it difficult to learn to write.
To reverse this situation, it is essential that teachers adopt strategies that value students' prior knowledge and linguistic varieties. Franchi proposed activities that compare the linguistic varieties used by students in their daily lives with those present in formal contexts.
This approach demonstrated that all forms of language have value and that students can master different registers depending on the situation.