By promoting this appreciation, students participate

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more actively in activities, develop self-esteem and gain confidence to express themselves in writing.

Furthermore, practices that connect oral language to writing are effective: games with oral rules can inspire instructional texts, oral stories can lead to the creation of short stories and television news can serve as a basis for journalistic writing.

In this sense, teaching writing at school indonesia mobile database more than technical concepts; it is necessary to create an environment that respects the linguistic background of students , showing that writing is an accessible and meaningful tool for expression.

2. Producing text is acting linguistically: what are the procedural objectives?
Teaching writing goes beyond teaching grammar rules or techniques. It involves encouraging students to see writing as a communicative action, capable of having an impact on the world.

Thus, this perspective presupposes two fundamental dimensions: developing positive attitudes towards writing and teaching strategies to achieve goals and engage readers .

Writing is a practice that involves planning, textualization, revision and constant reflection. According to Tardelli (2002), the textual production process goes through three interconnected stages:

Communicative intention: the author identifies the purpose of the text and the recipients.
Global plan: a scheme is drawn up that organizes ideas and discursive strategies.
Continuous execution and review: ideas are verbalized and reviewed, adjusting the text to achieve the desired effects.
In practice, this means that planning doesn’t just happen at the beginning, and revision isn’t limited to the end. Writing is a dynamic, iterative process, where reflection and adjustments happen all the time.

To teach writing effectively, it is essential to create meaningful situations that engage students. Activities such as writing invitations, creating reports, or defending a point of view to different audiences help connect writing with everyday life.

Furthermore, collective analysis and review of texts are essential. When students, teachers and colleagues act as co-authors, offering suggestions and feedback, the text gains new dimensions and the learning process becomes collaborative.

Finally, it is important to provide adequate time for students to reflect, review and improve their texts, experiencing the dialogic nature of writing. In this way, learning to write ceases to be just a school task and becomes a powerful tool for expression and social interaction.