universidade federal de santa catarina pós-graduação em letras ...

22correct sentences arranged in appropriate, static forms or text types, such ascomparison/contrast, description, narration, process, etc. (Martin, 1992:27).ESP critics of the cognitive process approach argued that writing instruction thattended to concentrate on the process of text production did not in fact prepare students tofunction appropriately in what is a social environment that has relatively rigid rules foracceptable scientific communication. Therefore, focus upon the individual (the author’svoice and purpose) instead of the social (the author’s awareness of argumentationpractices in the discipline and of audience and community), and on ‘developing studentsas authors when they aren’t yet ready to be writers’ (Johns, 1994:1), caused a generalfailure in process-oriented academic writing programs.Aligned with ESP practitioners’ view on the role of form constraints overresponses to context, Jamieson (1975:414) takes a step further toward a socially-orientedview of writing, i.e. discourse form and meaning are socially constructed, and argues fora more encompassing view of the importance of established traditions presiding writtencommunication:To hold that “the rhetor is personally responsible for his rhetoric regardless of‘genres’,” is, at least in [some] cases..., to become mired in paradoxes.For Jamieson, rhetorical choices are not freely made but, besides and above thedemands posed by immediate circumstance, they obey constraints imposed by literarytradition (p.415) (and other established traditions for that matter).