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Writers benefit from speaking about their writing while engaging in collaborative writing processes. As they organize the task, plan the content, and articulate their views about the audience, purpose and form of their text, they jointly construct knowledge about the writing process. Such knowledge building implies metacognitive and metalinguistic awareness implicit in what is being said, assumed and declared, but can be drawn out and made explicit. Reformulation is one example of how such metacognitive and metalinguistic awareness might be achieved through conversation while participating in a shared writing task. The following paper presents examples of reformulation in the process of collaborative writing in primary school (11-year-olds), and explores issues concerning the construction of knowledge and the development of a metalinguistic and metadiscursive knowledge.

This study seeks to analyse the characteristics and functions that students and faculty attribute to written genres in Spanish universities, to what extent these representations are shared by both groups, and how they contribute to the construction of disciplinary knowledge in Spanish higher education. Accordingly, we classified students’ and teachers’ responses into 12 genre families grouped into five functions: Disciplinary Knowledge (DK), Critical Analysis (AC), Personal Reflection (PR), Research (R) and Professional Practice (PP). In terms of functions, demonstration of disciplinary knowledge appeared as the most frequently mentioned goal for both groups, whereas the genres targeted at research were the least frequent ones, along with the genres used for personal reflection. The most common genre family for both groups was Explanation, which was linked to demonstration of knowledge acquired in the discipline.

Resum: Aprendre llengua a l'escola implica també aprendre'n la gramàtica en el sentit de saber explícit i conscient, com a eina per a la reflexió sobre la llengua en ús, amb l'objectiu de fer-lo més conscient i adequat a les diferents situacions d'intercanvi discursiu, tant des de la perspectiva del parlant o escriptor emissor, com des de la posició d'interlocutor, lector o participant. L'article planteja el terme gramàtica pedagògica en referència a aquesta funció, sense deixar de banda altres aspectes que també ha d'abordar: com a referent de les normes socials en l'ús de la llengua, sense convertir-se en un seguit de normes fixes i imposades; com a marc de referència per a la construcció d'estructures sintàctiques que el sistema de la llengua permet; com a instrument impulsor de la selecció d'aquestes estructures en funció de l'orientació discursiva de l'enunciador; i com a instrument per abordar el progressiu coneixement i sistematització dels conceptes gramaticals. Els aspectes procedimentals i metodològics són imprescindibles per fer dels coneixements gramaticals una eina per a la reflexió en les situacions d'aprenentatge escolar.Paraules clau: reflexió metalingüística, conceptes gramaticals, gramàtica pedagògica, ensenyament de la gramàtica, forma i ús.Abstract: Learning language at school means learning grammar as a conscious and explicit knowledge about language, as a means to reflect on language use aiming at using language more consciously

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