Escritura académica y reflexión gramatical en el comienzo de la formación universitaria

Abstract

The communicative approach to language, implemented in the Argentine school in the reform of 1994, questioned the importance of grammar in the teaching of language and focused on notions referring to the text. Since the reform, some specialists have claimed the need to return priority to the teaching of reading and writing. Starting from this approach, we understand that it is necessary to return to the morphosyntactic contents, in an instrumental way and articulated with the textual and discursive reflection, in the beginning of university education. The texts produced by many initial students reveal recurrent difficulties at the level of sentence syntax. In this paper we propose to record some of these recurring errors, frequently related to the use of the verb and the complex syntax of the academic texts, and investigate their possible causes; secondly, we will make a pedagogical proposal to deal with this problem in academic reading and writing classes and to promote metalinguistic reflection in the writing process.