La enseñanza de la argumentación escrita en la universidad: Una experiencia de intervención con estudiantes de Lingüística aplicada

Gerardo Bañales Faz, Norma Alicia Vega López, Narciso Araujo Alvineda, Antonio Reyna Valladares, Brianda Saraí Rodríguez Zamarripa

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18 Citations (Scopus)


This article reports on an experience of intervention focused on teaching argumentative essays, in which two teachers and twenty-five undergraduate students in Applied Linguistics participated. The paper presents the theoretical/pedagogical principles and describes the didactic design of the intervention. The qualitative results show the students' and teachers' experiences with respect to the processes of teaching and learning written argumentation in their discipline. The conclusions offer some pedagogical lessons learned to orient the design of educational interventions that help university students to become competent producers of argumentative texts.

Original languageSpanish
Pages (from-to)879-910
Number of pages32
JournalRevista Mexicana de Investigacion Educativa
Issue number66
Publication statusPublished - 1 Jul 2015

ASJC Scopus subject areas

  • Education

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