La argumentación escrita al inicio de la carrera Una caracterización metafuncional de las necesidades de aprendizaje

Abstract

From the metafunctional perspective posed by systemic-functional linguistics, this research characterizes the demands of learning for students at the start of their university schooling as it relates to the writing of argumentative defensive academic texts. We analyze an archive containing 19 defensive texts produced as responses to a common stimulus during an academic literacy course offered by a Colombian university during the early semesters of their undergraduate programs. Our analysis applies a matrix integrated by indicators associated to ideational, interpersonal and textual metafunctions. Our work categorizes these metafunctions into those classifying demands emerging during the process of teacher revision and feedback. Results detect difficulty when appropriating lexicogrammatical resources for nominalization (ideational), in regards to limitations in the variety and precision of assessment vocabulary (interpersonal) and in thematic choices not motivated by their discursive context (textual).