Los géneros discursivos y las secuencias didácticas: el lugar de los ejemplos prototípicos en la enseñanza y aprendizaje de la escritura
[EN] From a social perspective, the aim of writing teaching is for students to be able to understand and write a great diversity of discursive genres, allowing them to behave as reflexive and critical citizens in different social spheres. In the process of mastery of each genre, the mental represent...
| Autores: | , |
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| Tipo de documento: | artigo |
| Data de publicação: | 2018 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositório: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | espanhol |
| OAI Identifier: | oai:riunet.upv.es:10251/114876 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/114876 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Géneros discursivos Enseñanza de la escritura Planificación textual Revisión textual Secuencias didácticas Discursives genres Writing instruction Textual planning Text revision Didactic sequences |
| Resumo: | [EN] From a social perspective, the aim of writing teaching is for students to be able to understand and write a great diversity of discursive genres, allowing them to behave as reflexive and critical citizens in different social spheres. In the process of mastery of each genre, the mental representation of the text is key, which acts as a regulating element of writing in different phases. This article shows the difficulties of the students to appropriate a specific genre (a book review), based on the data of a classroom research with students of 3rd ESO that addresses the writing of reviews through a didactic sequence including, as a regulatory element, prototypical examples of the genre. The analysis of process (drafts and interactions) and product (final version of texts) data shows that the teaching and learning of writing takes place in two levels: a level whose objective is to create a mental representation of the text, and another, focussed on enriching the text with specific linguistic resources. |
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