Writing: a dialogue between art and interdisciplinarity

Abstract

The present text set out to determine the linguistic conceptions that defend writing as an interdisciplinary art. For this purpose, a theoretical-practical framework was created to support writing as a complex process that requires a series of communicative strategies, useful for the interpretation and effective transmission of messages
in different socio-cultural contexts. The analysis of the topic adopts an educational profile, since it emphasizes the substantive importance of the academic teacher-teacher dialogue and recursion in the production of more structured and coherent texts. Therefore, theoretical foundations and cognitive models of linguists with recognized expertise in the field of writing were weighed. These, in addition to being triangulated with pedagogical experiences constructed by the Essayist, were translated into recommendations or didactic guidelines to improve the writing practice in these student and academic groups. It was concluded that writing, due to its high aesthetic, graphic, prosodic and communicative demands, requires the acquisition of cognitive skills and the synergy of other related disciplines, especially Grammar and Pragmatics. Consequently, the development of this linguistic competence remains a huge challenge in multiple academic fields. This is due to the fact that, since the last century, writing has been treated as a finished product and not
as a dynamic process. Thus, as an interdisciplinary art, it demands from the writer a recursive effort that commits him/her to transform his/her writing into new networks of meaning. It also demands from the teacher-expert a systematic accompaniment for the strengthe ning of these competencies.