La reseña como puerta de entrada a los géneros académicos: un estudio de caso

Abstract

The objective of this study is to investigate the potential of the discursive gender review, as a training genre, in the transition process of first year pedagogy students towards a discursive domain of the academic field in which they are inserted. This study analyzes the results of the academic reviews produced by 36 first-year undergraduate students of the Spanish pedagogy at a Chilean, catholic, and private university. A rubric was used as an evaluation instrument that considered three sub-competencies: linguistic, discursive, and sociolinguistic. The results show that the implementation of a didactic unit with emphasis on the production of academic reviews from a sociocognitive and pragmalinguistic perspective allowed students to improve the quality of their writings, especially in aspects related to discursive and sociolinguistic competence. In conclusion, the results show a tendency that opens a field of study on the value of reviews in tertiary education.