Teaching the critic review Ana Maria Junqueira Fabrino

Abstract

The critical review presents a compositional heterogeneity, given for the diversity of linguistic types (Bronckart, 2003), between then, the argumentative, that, when worked in the high school, it allows to approach aspects of argumentative writing, contributing to the access to established forms of know-how, being based on the written modality that allows the diffusion of the information, the preservation of the memory, taking a distance that propitiates the reflection and the facilitating of the heuristic function (Goody, 1988).