Abstract
Writing is a social act of construction of meanings, which makes no sense in the absence of a addressee, so it is inherent in a process of negotiation in which the writer is constantly engaged in a dialogue to construct his voice and identity in the production of a text. This paper aims to analyse how Chinese learners of Italian LS construct their voice in the production of a argument essay. Given the specificity of the textual typology, we also focus on how much Chinese textuality can influence the argument structure in LS. The article concludes with some considerations for teaching writing to Chinese students.
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