Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE)

The need to promote the writing of academic genres of varying complexity among first-year students who are not yet fully familiar with the conventions of university life is a common aspect of general teaching practice. Thus, within the intersection of teaching objectives and learning goals, the clas...

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Autores principales: Angelina Oliveira, Alejandro Bautista, Wingeyer, Hugo Roberto, Lineras, Aldo Fabián
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025
Materias:
academic genres
writing
textual linguistics
géneros académicos
escritura
lingüística textual
Acceso en línea:https://revistas.unne.edu.ar/index.php/clt/article/view/9024
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-90242025-12-24T00:28:23Z Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE) Primeras formas discursivas razonadas: aportes para la producción escrita por parte de ingresantes a la Facultad de Humanidades (UNNE) Angelina Oliveira, Alejandro Bautista Wingeyer, Hugo Roberto Lineras, Aldo Fabián academic genres writing textual linguistics géneros académicos escritura lingüística textual The need to promote the writing of academic genres of varying complexity among first-year students who are not yet fully familiar with the conventions of university life is a common aspect of general teaching practice. Thus, within the intersection of teaching objectives and learning goals, the classroom priority emerges: to teach academic writing strategies in conjunction with the specific disciplinary content of each course. This research article is situated within the framework of text reception and production processes in the context of Argentine public universities. Based on a pedagogical practice grounded in cognitive textual linguistics, it describes a classroom experience that proposes addressing the production of academic texts by using the interview as a reading artifact for writing texts with an argumentative orientation. The purpose is to guide written production and foster the idiosyncratic development of student statements. As a result, it is evident that the questions guiding writing function as writing devices, as they can activate, among other dimensions, the use of connectors, verbal forms, and lexical choices not present in the source interview. La necesidad de promover la redacción de géneros académicos de complejidad variada en estudiantes ingresantes que todavía no están tan familiarizados con las convenciones propias del recorrido universitario es un aspecto común de la praxis docente en general. En consecuencia, entre los objetivos de enseñanza y los propósitos de aprendizaje, emerge en el aula la prioridad de enseñar estrategias de escritura académica en paralelo con contenidos disciplinares específicos de cada espacio curricular. El presente trabajo se ubica en el marco de los procesos de recepción/producción textuales en el contexto de la universidad pública argentina. A partir de una práctica pedagógica, desde la lingüística textual de corte cognitivo, describe una experiencia de clase en la que se propone abordar, mediante el uso de la entrevista como artefacto de lectura, la redacción de textos académicos que presentan una orientación argumentativa. Esto, con el fin de direccionar la escritura e impulsar el desarrollo idiosincrásico de enunciados. Como resultado, se evidencia que las preguntas orientadoras son dispositivos de textualización, ya que tienen la capacidad de activar, entre otras dimensiones, el uso de conectores, formas verbales y léxicas no presentes en la entrevista fuente. Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025-12-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml application/zip https://revistas.unne.edu.ar/index.php/clt/article/view/9024 10.30972/clt.289024 Cuadernos de Literatura; No. 28 (2025): Diciembre; 1-20 Cuadernos de Literatura; Núm. 28 (2025): Diciembre; 1-20 Cuadernos de Literatura; n. 28 (2025): Diciembre; 1-20 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/9024/8740 https://revistas.unne.edu.ar/index.php/clt/article/view/9024/8741 https://revistas.unne.edu.ar/index.php/clt/article/view/9024/8742 https://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic academic genres
writing
textual linguistics
géneros académicos
escritura
lingüística textual
spellingShingle academic genres
writing
textual linguistics
géneros académicos
escritura
lingüística textual
Angelina Oliveira, Alejandro Bautista
Wingeyer, Hugo Roberto
Lineras, Aldo Fabián
Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE)
topic_facet academic genres
writing
textual linguistics
géneros académicos
escritura
lingüística textual
author Angelina Oliveira, Alejandro Bautista
Wingeyer, Hugo Roberto
Lineras, Aldo Fabián
author_facet Angelina Oliveira, Alejandro Bautista
Wingeyer, Hugo Roberto
Lineras, Aldo Fabián
author_sort Angelina Oliveira, Alejandro Bautista
title Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE)
title_short Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE)
title_full Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE)
title_fullStr Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE)
title_full_unstemmed Early Reasoned Discursive Forms: Contributions to the Written Production of First-year Students at the Facultad de Humanidades (UNNE)
title_sort early reasoned discursive forms: contributions to the written production of first-year students at the facultad de humanidades (unne)
description The need to promote the writing of academic genres of varying complexity among first-year students who are not yet fully familiar with the conventions of university life is a common aspect of general teaching practice. Thus, within the intersection of teaching objectives and learning goals, the classroom priority emerges: to teach academic writing strategies in conjunction with the specific disciplinary content of each course. This research article is situated within the framework of text reception and production processes in the context of Argentine public universities. Based on a pedagogical practice grounded in cognitive textual linguistics, it describes a classroom experience that proposes addressing the production of academic texts by using the interview as a reading artifact for writing texts with an argumentative orientation. The purpose is to guide written production and foster the idiosyncratic development of student statements. As a result, it is evident that the questions guiding writing function as writing devices, as they can activate, among other dimensions, the use of connectors, verbal forms, and lexical choices not present in the source interview.
publisher Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
publishDate 2025
url https://revistas.unne.edu.ar/index.php/clt/article/view/9024
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