Redaction: a dialogue between art and interdisciplinarity

Abstract

The purpose of this essay is to determine the linguistic conceptions that defend writing as an interdisciplinary art, creating for this purpose a theoretical-practical framework that enhances the understanding of writing as a complex process that requires a series of communicative strategies, useful for the interpretation and effective transmission of messages in different sociocultural contexts. The analysis of the topic adopts an educational profile, since it underlines the substantive importance of not only the academic teacher-learner dialogue, but also the recursiveness in the production of more structured and coherent texts. For this purpose, theoretical foundations and cognitive models of linguists of recognized expertise in the field of writing were weighed. From there, 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, as indispensable methods for the fulfillment of rules or criteria that favor textual quality. Consequently, the development of this linguistic competence remains a huge challenge in many academic fields. This is because, since the last century, writing has been treated as a product and not as a dynamic process. Thus, as an interdisciplinary art, it demands from the writer a constant effort that commits to transforming writing into new networks of meaning, demanding, at the same time, systematic accompaniment by the expert-teacher for the strengthening of these competencies.