A Crítica de Cinema como Estratégia Didática para Trabalhar a Argumentação Escrita
Abstract
Developed during our teaching practice in Portuguese and English, in the light of the principles of Action-Research, the project described in this article seeked to study the impact of the production of film reviews on the argumentative writing skills of Basic and Secondary Education students. To accomplish that goal, we selected films which invite critical reflection, permeated by relevant topics, which are linked to the content we taught during our assessed lessons. The discussion and exchange of perspectives arising from the films were combined with the analysis, based on collaborative work, of models of critical reviews. We valued students’ contact with authentic and semi-authentic materials as they represent an advantage when it comes to the reproduction and adaptation of good examples of language and argumentative strategies, enriching their knowledge on the genre: film criticism. The development of these activities is anchored in a theoretical research concerning the concepts of critical reviews, film reviews and teaching argumentative writing. The work ends with the commentary on the results obtained.
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