De las guías de escritura al macro-género. La relevancia del conocimiento lingüístico en los Programas de Lectura y Escritura
The article develops the effectiveness of the notions of elementary genre and macro-genre for the linguistic-pedagogical intervention on writing guides produced in a university subject to guide students in the elaboration of their texts. The work reflects and shows the results of an experi...
Guardado en:
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| Formato: | Artículo revista |
| Lenguaje: | spa |
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Universidad Nacional del Litoral
2021
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/DeSignosySentidos/article/view/10812 |
| Sumario: | The article develops the effectiveness of the notions of elementary genre and macro-genre for the linguistic-pedagogical intervention on writing guides produced in a university subject to guide students in the elaboration of their texts. The work reflects and shows the results of an experience carried out in the subject “Professional Practices I” within the framework of the Academic Reading and Writing Program (PROLEA, in Spanish) implemented in the University of Flores (Buenos Aires, Argentina). In PROLEA the Program specialist identifies the writing instances of the subject and maintains exchanges with the disciplinary teacher to find out their objectives and design the Program intervention in the subject. Sometimes, the previous encounters and the intervention itself generate the first metalinguistic reflection in the teacher about the genres of the texts in her/his discipline. In others we find writing guides produced by the disciplinary teacher for the preparation of the texts. The article affirms and shows with examples that the linguistic-generic approach allows a rereading of these guides developed in the subject, at the same time that it allows to design their incorporation in the didactic interventions of the Program. |
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