AN ANALYSIS OF WRITING IN THE TEXTS OF STUDENTS OF FUNDAMENTAL EDUCATION

Abstract

This work presents a research on the spelling errors resulting from the influence of speech in writing and those resulting from the student's lack of familiarity with orthographic conventions, in the written textual productions of students from the 6th and 9th years of elementary school II, from a public school , in the municipality of Parauapebas (PA). For this, the theoretical approach is based on the approaches of Morais (2003), Nóbrega (2013), Bortoni-Ricardo (2005); Mollica (2016); among others. As it is a qualitative and quantitative research, linguistic data were collected from a text production activity (opinion article and personal report), resulting in a corpus with 1,638 data. The results obtained after data treatment using the Goldvarb X program, allowed us to conclude that students reach the 6th year of elementary school with more spelling problems related to speech interference in writing (72.7%), than those resulting from orthographic convention problems (27.3%). In addition, we conclude that these orthographic problems are correlated both to extralinguistic factors (gender, income, mother's education, school year), and to linguistic factors (textual gender, grammatical class).