La valutazione dei testi in prospettiva linguistico-testuale. Una proposta operativa per la didattica dell’italiano rivolta all’alfabetizzazione e all’italiano accademico

The scientific literature on the characteristics of academic Italian is wide and multidisciplinary, involving studies of the linguistic, semiotic and didactic features of texts (Cerruti, Cini 2010). There has been, however, a lack of contributions of an applicative nature and, for this reason, questions have been asked about the evaluation of initial and academic texts. On these premises, a number of indicators have been developed and subsequently used, at the level of the language education format. The indicators have been used as a guide for the process of planning, drafting and revising academic texts, in order to contribute to the development of the learners' awareness of textual features, and self-assessment.