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This article, which consists of brief excerpts that I did of my dissertation about practices of (re)formulations paraphrastics in the context of vestibular, analyzes gestures of paraphrases located and evaluated by two correctors of vestibular (correctors A and B ) in the writing of students. In the presence of this material chosen for analysis (here, only one writing), which is under an effect of the our theoretical perspective, the Linguistic of enunciation, our focus was limited to show that there is subjectivity involved in the practice of production of paraphrases for the vestibular; this fact was observed here through efects of sense that we saw in this (re)writing. Moreover, our work, quickly, discusses a possible relationship between gestures of paraphrases and marks of authorship, as the work of the scriptor on the "origin-text" which serves as a motivator text (TM) for the production of the writing of vestibular. 1 Mestre em Linguística pela Universidade Federal de Uberlândia – UFU. E-mail: helder_sousa@terra.com.br 2 O conceito de scriptor, apresentado em Calil (2008) e (re)tomado em nosso estudo, designa a posição do aluno-vestibulando, quem, ante à sua redação, se fez leitor e escrevente (ao mesmo tempo) daquilo que (re)produziu. 3 Vale destacar que esta caracterização do texto motivador que aparece na prova de redação de qualquer vestibular será, aqui, assim referida, imaginariamente na condição de seus enunciadores. Por bem, sabemos que nenhum texto lacunar é fonte de sentidos, uma vez que há, conforme literaturas especializadas, a história de leituras do leitor em jogo, as quais não temos acesso determinado.

A PARÁFRASE NO VESTIBULAR: UMA PRÁTICA DE (RE)FORMULAÇÃO DO DIZER