Linguistic dimension of a text: the role of written discourse strategies in textualization process

Abstract

This study presents the discourse structure of written texts in the frame of text-linguistics. Writing is a linguistic skill and discourse activity that is demonstrated by using a writing system that can also be examined in terms of individual, social, and linguistic aspects. In terms of an individual point of view, writing is linked to perception, pattern, memory, and psychology. On the other hand, writing is a social formation that covers social knowledge, linguistics, and sociology. Besides, writing is intertwined with textual and linguistic issues. Several studies have emphasized the role and importance of written discourse strategies in gaining writing competence. These strategies are cognitive components that guide writers to use their linguistic, grammatical, and contextual knowledge in the process of second language writing. In this study, discourse elements that are used in the process of writing in a second language were examined. According to the findings of the study, it is concluded that the written discourse includes structural, functional, and hyper-text traces in which the readers discover the text. For this reason, it is significant to highlight and describe the components of text-linguistics such as discourse interaction, co-text, context, and the rhetorical features in the process of teaching L2 writing. There are some pedagogical implications of this study that are drawn from the literature. Accordingly, writing teachers need to be equipped to deal with predicting both individual and linguistic content of writing effectively. Besides, they should place central importance on teaching the stages of textualization and written discourse. In this way, students may internalize the writing process as a whole and use their literary and cultural schemata properly.