THE WRITING ERRORS OF UNCONVENTIONAL WORD SEGMENTATION

Abstract

This work aims to understand in which way the unconventional written words segmentation can be also resulted of decisions concerning the writing of words. The replay to this question is given from the analysis of unconventional segmentation of words that occurred in texts produced by students which ones at the time of the production attended the fifth and sixth grade of a public school of São Paulo State. It is argued that unconventional segmentations give evidences of how – during written acquiring process - are elaborated hypotheses concerning the written words boundaries, specifically the unstressed monosyllabic words boundaries, when there are interplays between possibly choices on how to segment the phonic continuum (syntagmatic axis) and possibly choices on how to represent the segment by using a letter from alphabet (paradigmatic axis).