The importance of (re)writing oriented to the appropriation of academic writing at university

Abstract

The practice of rewriting is seen, by most university students, as a punitive action that denounces the weaknesses found in their texts. Considering this reality, this paper discusses the importance of guided (re)writing at university and aims to describe the implications of textual rewriting in and for the appropriation of academic writing. The examined corpus was extracted from the textual data of an action research developed during my PhD, with the participation of a group of students from different periods of the Language Course in a private university in Belo Horizonte. The discussion is based mainly on the dialogic perspective of language from bakhtinian postulates, and, in this way, it is recognized that writing cannot be seen in isolation from these two instances, nor can it be thought of outside its process of meaning production and social practices. In general, the results indicate that the oriented (re)writing enhances the appropriation of academic writing, promoting shifts that allow the writer, in addition to the improvement of linguistic-textual and discursive aspects of the text, to build an academic identity from the (re)knowledge of values and principles that permeate the writing practices at the university, which legitimize them in different fields of knowledge.