Abstract
The current Portuguese language teaching models make the students see the language as a mere curricular component, leading to the student/subject dichotomization. When the student prevails, we notice the lack of argumentative consistency in the dissertative texts, which is correlated to the discursive subject, through reflective thinking. So, are our guiding questions: do the texts produced by the last year students of the law course have argumentative consistency? What is the relationship of the discursive subject with the ease or difficulty of arguing? We present a cut of a larger qualitative research carried out with students of the fifth year of the Law course. Our objective was to analyze, in the light of the content analysis, the argumentative consistency and, consequently, the discursive subject in the textual productions investigated. The results point out that the respondents clearly take writing as a bureaucratic activity, with an absence of argumentative consistency, without disclosing the discursive subject.
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