This paper is part of the results obtained in our dissertation, in which we aimed at analyzing how High Scholl teachers evaluate mechanisms of textual cohesion in the correction of written productions. Within this article, we will show what High School teachers point out as cohesion problems in written texts. The results have proved that teachers usually do not seem to be sure when dealing with cohesive mechanisms, being restricted to aspects of punctuation and/or accentuation or considering elements applied correctly as cohesion errors. [ABSTRACT FROM AUTHOR]
Published
2009
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