EFFECTS OF DIGITAL ANNOTATIONS IN THE PRODUCTION OF SUMMARIES

Abstract

This work refers to a practical study of reading argumentative text mediated by a digital annotation tool, the DLNotes2, aiming a subsequent production of a text of the genre summary. Our goal was to verify if annotations made on DLNotes2 are recovered by the student in their text production, possibly indicating an aid to their writing production planning. To carry out the study we conducted an activity with students of the first period of the course of Letters of Universidade Tecnológica Federal do Paraná (Brazil), held via Google Forms and DLNotes2. In this tool, we asked participants to annotate theory, arguments and counterarguments listed by the author of an opinion article and any other aspects they judged important to their comprehension of it. On a second activity the students produced a summary of the article. We identified if the annotations helped and in fact are present on the student’s summaries, corroborating to our hypothesis that DLNotes2 can be used as a form of support on writing planning. It permeated our work a reflection on New Literacy Studies and the digital literacy.