Rodrigues M, Gonçalves C, Silva E. (2020). Os subprocessos do processo de escrita: programa de intervenção para aprendizagem do texto expositivo. Calidoscópio. 18(1): 20-46.
In this text, we present a study focused on the impact of explicit and systematic teaching of the writing process and its subprocesses have in the quality of expository texts produced: planning, textualization, revision and editing, by students of 4th grade in Portugal. An intervention was developed to explicitly teach these sub-processes, applied to expository texts. The research design contemplated a diagnosis of the situation by a pre-test; a didactic intervention, aiming to implement a set of didactic sequences in which the procedural dimension of writing was the object of explicit teaching;and, finally, a post-test to evaluate the impact of intervention on the quality of texts. In conclusion, from a mixed analysis of the pre-and post-tests, we can observe there was a progression of the experimental group, regarding the inter-nalization of the procedural dimension of writing and the quality oftexts.