Abstract
Considering the wide reach and ease of access that the digital universe allows in the propagation of ideas and content, as well as the need to examine the credibility and quality of content with an educational and / or instructive bias that are conveyed in the communicative practices of that universe, this study investigates the treatment given to text revision and rewriting of scientific texts on national websites and blogs that address academic-scientific writing. Based on a sociointeractionist perspective of articulated language to the teaching of writing (GERALDI, 1997; ANTUNES, 2003; GARCEZ, 2010; SUASSUNA, 2011) and in studies that address the writing of academic-scientific texts (RUSSEL, 2009 ; NAVARRO, 2014; CARLINO, 2017), this article carries out an interpretative and qualitative analysis of a corpus consisting of 40 texts with content on the writing of scientific articles and monographs extrated from websites and blogs such as enago, Ciência prática, Lendo.org, Monografia urgente and TCC Pronto. The analysis points out that most of the investigated sites and blogs contemplate, in a precarious and restricted way, aspects involved in the practice of writing and rewriting of scientific texts, thus contributing to produce a fragmented image of what academic text writing activity actually is.
Text revision and rewriting; Teaching; Academic-scientific writing; Digital universe; Blogs and websites
Thumbnail
Source: data from the author.