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...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
2025
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| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/9024 |
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| Sumario: | 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. |
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