Argument in the process of starting writer

Abstract

This article aims to deepen the process lectoescritor argument arose between a teacher and a small group of students, analyzing both the justifications presented as strategies that promote their appearance. The systematic observation of over three quarters of the current process, comparing these data with some interviews with teachers after the course ended. Categories are born from observation to define and operationalize a unit of analysis, conversational turn, part of a molar unit of observation: each work session with each story and group of three children. The system will be applicable to both arguments as children's teachers.The results suggest that children at this age, five to six years, are now able to issue justified, both the teacher and their peers rating. It is noteworthy argument capacity of children in solving writing tasks performed collectively. It also has noted the important role played by the teacher to promote argumentative climate where students are challenges to resolve conflict situations with real arguments that support their point of view.