When the number of students allows it, and as a way of being tested, students write an expository work in groups of three; before delivering the final version, they meet with the teacher twice, for about 20 minutes, in order to discuss their drafts. As part of the writing assignment, they receive written guidelines for developing the text, and the criteria by which it will be corrected. During this tutoring, the teacher acts as an external, critical reader, and commits to improving the text.
As students of the Bachelor of Science in Education, the students must develop a thesis to graduate; the teacher presents the writing of these papers as a simulation task: students write the text as if it were a section of the theoretical framework for their thesis; they have to present the most relevant concepts in different learning theories, which are the foundations of all pedagogical practices. Thus, the paper needs to follow a defined format, and to address an imaginary audience; nevertheless, it has a very specific purpose, that is, it's framed in a rhetorical context. The teacher explains that their productions will be the instrument that will assess the understanding of the contents worked in the class, and that the writing process can give them an idea of what starting a thesis implies: a theoretical framework presents the background from which the problem to be addressed makes sense.