The present work develops research about the practice of textual production of subjects entering
higher education from the guided rewriting of the academic summary genre. Because of the
emerging problems of writing practices at the university, the objective of this research is to
investigate to what extent the writing process and guided rewriting can help the development
of writing proficiency. Therefore, we seek to answer the following questions: 1. How do
undergraduates become proficient writers in academic writing abstracts? 2. How does feedback
contribute to proficient and meaningful writing-rewriting? To achieve the objective outlined
and answer the proposed questions, we have as a theoretical basis: i) the dialogical conception
of language (BAKHTIN, 2003; VOLÓCHINOV, 2017); ii) writing as a social practice
(STREET, 2012; 2014); iii) textual linguistics, in an interactionist and socio-cognitive
perspective of language, which has textual production as a complex process that encompasses
stages and stages of construction. The methodology that gives materiality to this research is the
qualitative approach of an interpretive nature (MOITA LOPES, 2006; DENZIN; LINCOLN,
2006), having as corpus summaries produced by academics entering the year 2020 at the
Federal University of Tocantins, Porto Nacional Campus. The results obtained from the analysis
of the abstracts indicate that guided writing improves the development of writing competence,
allowing students to reflect on the use of language in the practice of textual production. In
addition, we found that academics become proficient as they mobilize linguistic-discursive
resources as a way of legitimizing their positions in the text.
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