摘要：This article aims at presenting the benefits in the development of students’ language abilities, especially in the writing domain, when the teacher approaches textual genres as study objects. Through a socio-discursive interactionist perspective of language, we designed and offered a writing workshop for 8th graders in a public school, based on the didactic genre theory put forwarded by Schneuwly e Dolz (2010). Even though the didactic sequence was taught experimentally, it was possible to witness advances in the students’ text productions regarding their action, discourse and linguistic-discursive capabilities.
