The intentionality marked in instructional texts: what’s new in it?

Abstract

Instructional texts are intended to designate procedures for readers who need to perform tasks of different nature. However, despite of an assumed expository similarity, we find forms of disparate discursive enunciation, depending on the textual genre. Based on this finding and based on the interpretive paradigm, this research analyses instructional texts from three different genres in order to observe the intentions that underlie the injunctive textual type. This study also reflects on how school can draw on these linguistic mechanisms to enhance students’ reading. Based on Speech Acts (AUSTIN 1962; SEARLE, 1969; 1981; 2002), which made it possible to observe the commands exposed in the texts, the analyses results suggest that the phrasal structures used to instruct, assume different imposition levels with which the speakers set out the procedures. The analyses also show that the illocutionary component and the nature of the genre in which phrases are used are the benchmarks of these instructions. Despite some limitations, such as the comparison of only four genres, when there are several other genres of the injunctive type, the results allow a critical reflection on the reproduction of the assumption that the injunction only offers orders or commands particularly in primary schools.