Recategorization and argumentative guidance

an analysis of the reference introduction in ENEM 2018 grade mil essays

Abstract

Considering that texts are produced to fulfill a certain communicative purpose(s) and are oriented towards this purpose, we argue that there are texts with direct argumentation and texts with indirect argumentation, which implies speaking in degrees of argumentativeness (Cavalcante et al, 2020), an assumption defended by Textual Linguistics. Resulting from a dissertation research, in this article, we aim to analyze the role of the referential introduction in the development of argumentative guidance in ENEM grade 1000 essays in 2018. Supported by Amossy (2018) and Silva (2013), through a qualitative approach, of a exploratory and descriptive-interpretative, the research reinforces the argumentativeness present at the inauguration of the referents, revealing points of view and evaluations that build and reinforce a thesis. For analysis, we chose 2 essays, which present a greater recurrence of referential processes and similarity in terms of the argumentative bias of discussion. As results, we conclude that, from the function of characterizing the referent to encapsulating a project of saying that will still be developed throughout the discursive unit, the referential introduction works on building the argumentative orientation of the text, fulfilling the role of articulator, given that the inauguration a referent results in a subsequent resumption or remission and leads the reader to think about the theme under certain perceptions. In effect, we recognize the effects that this research brings to Portuguese language classes, regarding the functions that the construction of reference fulfills in the argumentative orientation of texts, as it promotes the expansion of studies on the interface between referencing and argumentation in Textual Linguistics.