Under the surface of the text: The words erased in the process
In this article, we focus on the suppression or erasure operation, from data collected in collaborative writing in interaction process (reactive writing, in the terminology of Lowry et al., 2004), of students at different levels of basic education. This type of writing gives access to the operations that are carried out and also to possible arguments presented as reasons. The incidence in different levels of schooling in basic education intends to apprehend the course of evolution, in a more distinctive way, in the context of wider contrasts, such as between children and experienced adults (Sommers, 1980). The focus on deletion alone is to allow a more specific analysis of the levels and linguistic structures in which this operation is activated and the arguments that support it.
The goal is capturing the presence of suppression operation in a collaborative writing task, considering the levels at which it is performed and the criteria that support its activation. Specifically, it seeks to answer research questions across three strands and to consider different levels of schooling: 1. Frequency: how often does suppression operation occur? 2. Structural level: what are the linguistic-structural levels in which it is activated? 3. Rationale: what is the presence in the interaction of arguments that support the suppression and which criteria are more prominently considered? Based on the answers obtained, it is intended to draw the results for the action that can be developed in teaching and learning.