Contextualization

Textual sequences are essential for structuring a text. They are responsible for giving meaning and coherence to the words and ideas presented. Understanding textual sequences is fundamental to improve writing and reading, as this knowledge provides a map of the text's structure, helping to recognize its main points, arguments, and development.

Textual sequences are ordered sets of statements that form a text. Each textual sequence has its own characteristics, depending on the text's purpose. There are five types of textual sequences: narrative, descriptive, argumentative, expository, and injunctive.

Introduction

The first textual sequence is the narrative, which tells a fact that occurred, real or fictional, in a specific time and place. The second, descriptive, is characterized by the description of people, objects, or places, detailing their characteristics. The argumentative sequence aims to persuade the reader through arguments, while the expository sequence only presents information without trying to convince the reader of anything. Finally, the injunctive sequence aims to instruct the reader, guiding them to perform a certain action.

These sequences are used in different contexts of our lives. For example, in a school essay, in a work report, in a fiction book, in an instruction manual, among others. Therefore, having a good understanding of each of these sequences and how to use them is essential to communicate effectively in these different contexts.

Below, we suggest some resources and study materials available in Portuguese to assist in understanding and deepening the topic:

1. Book: "Textual Sequences and Discursive Genres: a possible dialogue", by Mírian Lúcia dos Reis (EdUFMT, 2012).
2. Video: "Textual Sequences", from the YouTube channel Português Genial.
3. Article: "Textual sequences as a reading and text production strategy", by Vera Lúcia Lopes Cristovão, published in the journal Linguagem & Ensino, Vol. 4, No. 1, 2001 (Available at: https://periodicos.ufpel.edu.br/ojs2/index.php/rle/article/view/1066).

Practical Activity

Activity Title: "Exploring Textual Sequences"

Project Objective

The activity aims to stimulate the understanding and application of textual sequences, using the creativity, collaboration, and proactivity of the students.

Detailed Project Description

Students should form groups composed of 3 to 5 members. Each group will receive a theme from the school, and the project will be carried out over a week.

Required Materials

• Computer with internet access for research and reference.
• Paper and pen for notes.
• Text editing software for producing the report.

Detailed Step-by-Step for Carrying Out the Activity

Step 1: The group should conduct research on the proposed theme, identifying key characteristics and points to develop the text.

Step 2: After the research, the group should discuss and collectively decide which textual sequence (narrative, descriptive, argumentative, expository, or injunctive) is most suitable to address the proposed theme.

Step 3: The group should then produce a text using the chosen textual sequence. This text should clearly present the textual sequence, as well as be creative and engaging.

Step 4: The group should produce a brief report, in the form of a written document, detailing the text production process. This report should include:

• Introduction: The group should explain the chosen theme, its relevance, and the objective of the practical activity. Additionally, they should highlight the chosen textual sequence and its importance for constructing the text.

• Development: The group should present the theory on the textual sequence used, introduce the produced text (attached to the report or inserted in the body itself), and discuss the methodology employed for its production. The group should explain their choices, challenges encountered, solutions found, and other relevant observations.

• Conclusion: The group should reflect on the project, pointing out learnings and conclusions drawn, as well as the effectiveness of the chosen textual sequence to address the proposed theme.

• Bibliography: The group should list all sources of information used for the project, whether for initial research or for deepening the study of textual sequences.

Step 5: The group should submit the report to the teacher within the established deadline (one week after the project's start).

By the end of the project, students should have a clear understanding of textual sequences and how to select the most appropriate one for different writing purposes. Additionally, they should have practiced socio-emotional skills such as time management, communication, problem-solving, creative thinking, and proactivity.