Abstract
To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year. Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used. Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools. Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.
Highlights
More than mastering techniques or language standards, knowing how to write is to engender a proposal of meaning/ reading
Mother tongue teachers regularly complain about the difficulties of students in writing; such difficulty is not limited to Portuguese Language classes, but it seems to be worse in this space, where language disarticulation in the context of its production is more evident[2]
The teaching of writing focuses mainly on the written code aiming at writing letters and words
Summary
More than mastering techniques or language standards, knowing how to write is to engender a proposal of meaning/ reading. Writing presupposes having something to say, reason to say it, establishing oneself as the subject of the topic, and having the mechanisms and strategies to do so. Writing competencies involve different skills, including rapid and accurate production of letters and words, generation of ideas, selection of words, proper use of grammar and punctuation, exact spelling, planning, translation of planning into language sequences, assessment, and review[3]. After the acquisition of the mechanism of graph-phonetic correspondences, writing lessons start to focus on the development of more advanced skills, such as production of complex sentences, writing planning, clarity, and concision[4,5]
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