This study is inserted in the field of Textual Genetics and Enunciation Linguistics studies and discusses how lexical, syntactic and semantic elements related to school literacy interfere in the creation of titles for etiological tales invented by novice writers (6 to 7 years old). Our corpus was collected during the development of a didactic project for the teaching of Brazilian Portuguese, held at a school in Maceió in 2012. As the object of analysis we selected the process of writing a title produced by a pair of students, when the teacher asked them to invent an origin tale. Our analysis highlights both the importance of reading this genre for structuring the given title and the co-enunciative (and intersubjective) process that foregrounded the linguistic material arising from work with the Science textbook.
School; Literacy; Writing; Manuscript; Creation; Enunciation; Title
