Indirect anaphora and meaning production in compositions of Basic Education

Abstract

This paper deals with reference process, specially the one that is constituted implicitly, made of indirect anaphors in compositions of students from Basic Education. Based on studies from the field of Textual Linguistics, as Mondada e Dubois (2003), Koch (2002, 2003, 2004, 2005, 2006), Marcuschi (2003, 2005, 2007) e Schwarz (2007) do, we aim to analyze the contribution of indirect anaphors to build meaning. The corpus of this work is composed of thirty-five compositions from students at the eighth grade (nine year nowadays) to analyze this process. Considering the analyzed data, the writers of the texts make use of implicitly references, taking the reader/listener to process meaning.