Stages of text construction

Stages of text construction . They are those activities that go beyond writing itself. Tasks before and after the production of texts that allow a correct organization of the discourse , as well as the selection of strategies to plan, textualize and review what has been written.

Summary

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• 1 Stages
• 2 Practical instrumentation to construct texts
• 3 Final considerations
• 4 Links
• 5 Sources

Stages

Planning: Within this stage we also consider the moment of motivation . Once motivated, the need and desire to communicate something arises, then it is necessary to find the topic on which you are going to speak or write .

• Aspects to take into account within the stage.
  • Search for information: When we need to obtain informationon a subject we go to libraries , or we read the documents that are ours or that we have been able to obtain through loans. If the work is carried out in the libraries, we will find the need to consult the catalogs that exist in these for the dissemination of the documents they possess. These catalogs, as we all know, are organized by tabs.
    • Accessioning records: chips are rated and have three possible ways to locate a document: by subject, by title or by author, In addition to the records of the books , there are also tabs for an article, a magazine or newspaper .
    • Bibliographic records: It consists of the data set that describes and identifies a source of information and, in addition to including the author, title, edition, year of publication, it summarizes in a general way the aspects of said source. If the book was located in a library, the classification should be included in the left margin, below the description of the source. This is the type of tab that provides information about a document.
    • Content sheets: Once the bibliographic data of the source being consulted has been established, it is necessary to write down the elements of the content that the researcher deems appropriate. This is why the content sheet is made. This type of file is personal. It is used to take notes on the content of a text. They can be verbatim, paraphrased or summary.
    • The textual files: are those in which the information is recorded as it appears in the document. For these files it is necessary to use quotation marks so that it is evident that what is written is not ours. The page it is taken from should be noted because it can then be used in our report and we will need the data for reference.
    • The paraphrased cards: are those in which we record the information with our words. To do this, the content must be read, analyzed and then recoded. This recoding can also be done in summary form.
    • The summary sheets: In them a synthesis of the content is made that addresses the text and is made from the essential ideas raised by the author. The summary can be done in prose (paragraphs) or in the form of a synoptic table or outline ( concept map).
  • Prepare the plan: When all the information needed to construct the texthas been obtained , the ideas must be organized and the script that hierarchizes them and helps in putting them into text or execution, which is the stage that follows this.

Textualization: Once the ideas have been organized in the script , you can start writing or talking about the topic you selected. One or another form of communication – oral or written – has its own requirements, such as spelling , which includes punctuation – in the case of writing – and intonation and pronunciation – in the case of oral. In addition, the ideas must be presented in a logical order and for this it is important the selection made of the vocabulary and the linguistic means that serve to link the ideas in a way that the coherence of thought is manifested. Finally, do not forget that every text must have an introduction, a development and some conclusions.
Self-review:This stage takes place throughout the construction process, since the writer must always give himself the opportunity to self-review and self-correct, if he considers it necessary. When it has been concluded, a review of the entire text may be made and it can be rewritten completely or in parts, taking into account the requirements of its construction.

Practical instrumentation to construct texts

Planning:

• Aspects:
  • Input knowledge, communicative social situation, intention and purpose, context, participants, creativity.
  • Search for information, elaboration of the scheme, plan or script. (semantic macrostructure). Creativity.
  • Knowledge of the lexicon and the structure of the text (superstructure and formal macrostructure). Written channel.
• Questions:
  • Do I want to write? Why? What do I need to say? To who? What relationship do I have with the recipient? What is the intention and purpose? How do I mean it? Where did I write, when?
  • What do I know about the subject? What can I say about him? What else do I need to know? Where to find the information? What plan? What subtopics do I cover? What concepts do I develop? What relationship do I give them? I need help? What title?
  • What kind of text? Can I write it? What vocabulary to use? What style do you use? It’s written? How to organize the information that I will give to the recipient? What elocutive form?
  • I need more information?

Textualization

• Aspects:
  • Take into account the communicative social situation, the intention and purpose, the context, the participants. Creativity.
  • Exhibition of ideas, thematic progression, coherence, relevance, search for the finished text. Creativity. Use of the appropriate vocabulary.
  • Articulation between the semantic structure and the formal structure. (formal coherence) Use of the appropriate rhetorical techniques, textual typology, style. Finished text. Creativity.
• Questions:
  • Is the intention and purpose fulfilled? How am I going to express myself to that receiver and in that context of communication? Is the title suggestive? Does the text fit the title I chose?
  • What information have I managed to write on the subject? Does what I have written fit what I want to say? Did I order the ideas in the sentences, the paragraphs and the text in general? Is the treatment of the subject deep?
  • How did I name reality? How did I preach on her? What record? How do I identify myself in what I write? Original? What kind of text? Which elements of cohesion are adequate? How did I develop the ideas? What style does the text respond to? How many paragraphs? Are the penmanship, spelling and presentation appropriate?
  • Have I expressed what I wanted? Does it satisfy the receiver? Did I keep it in mind? Can this version be improved?

Self review

• Aspects:
  • Assessment of what has been done, when the final text is considered.
• Questions:
  • What changes need to be made?
  • Is the intention manifested?
  • Is the text consistent?
  • Is the way of approaching the theme or style creative?
  • Is the language adequate?
  • Can the introduction, development and conclusions of my text be determined? How?
  • Am I satisfied with the text?
  • How have I achieved consistency?
  • Assess the importance of changes for communication.

Final thoughts

It is necessary to know the possibilities that the language offers in terms of the adequate selection of the linguistic means according to the level of the sender and receiver and the communicative situation. The referent is, on the one hand, outside the message and involves the communication; but, at the same time, it is inserted into it to the extent that one part of that referent is concretely present and perceptible in the communicational space, and the other becomes the content of the communication. It reflects the ideological and cultural competence of the subjects. In both encoding and decoding, the subject uses three types of referential mechanisms together.
The constructed meanings are structured in shared systems of assessment and knowledge of reality. Hence the importance of the cultural and the ideological. Any communicative act must also consider the situation in which it occurs. For which the communication situation as a complex and heterogeneous set of vague and extensible contours is important.
If the transmission channel is oral, the paralinguistic (mimicry, gestures) cannot fail to be valued in the context, as a reaction to a speech act segment that can be modified as a result of its perlocutory effect.
Another important aspect is the receiver. This, which can be singular or plural, nominal or anonymous, real, virtual or fictitious, is considered by the issuer as his partner in the communication relationship. There may also be indirect ones (in jokes, thesis defense), or additional ones (the one who listens in a bus), on which the sender does not know if he can directly affect his message.
In this sender-receiver relationship, the social, the hierarchy, the degree of intimacy and the possibility that the receiver has of responding in a mediate or immediate way, or not being able to do so, are important.
Knowledge of linguistic variability and concepts such as dialect must be taken into account(conditioned by the geographical origin of the speaker) and sociolect (it results from his social status. The use made of this knowledge during the selection of vocabulary to name reality or preach about it will make the writer adapt to the communication situation It is necessary to
know that the pragmatic function is implicit in the structure of the sentence , it is necessary to organize the sentences within the paragraph according to the rhetorical pattern, as well as to choose the necessary connectors for each one.
It must be known that in the order of the words in the sentence and the sentences in the paragraph, the element in which you want to focus your interest is prioritized and for this it is placed in a relevant position.
Take into account the importance of the paralinguistic in the oral text, as well as intonation and diction.
Knowing that in written text, correct calligraphy and spelling , as well as the correct use of auxiliary punctuation marks, is important.