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This study aims to analyze the semantic comments made by a dyad of newly literate students (6 to 8 years), during writing processes in real time. Affiliated to the field of studies proposed by the Textual Genetics, we treat as a unit of analysis the Dialogical Text (DT) established in face-to-face interaction, respecting the multimodal dimension and spontaneous speech and co-enunciation of the students in pairs. The DT is the recognition by one of the speakers of Textual Objects (TO) and comments related to these objects. The relationship between the TO and recognized semantic comments is defined as a type of Commented Oral Erasure (COE). Our results indicate that the semantic comments directed to TO aimed at the establishment of textual unit. The relationship between the TO and uttered semantic comments mapped the genesis and the textual creation process. Moreover, the semantic COE show the students’ linguistic and textual knowledge that are not possible to identify in the finished manuscript.

The meaning of words and how they relate to the ongoing text: A study of semantic comments made by two 7-year-old schoolchildren