When I took the chair of Learning
Theories at the National University of San Martin in 1997, I decided to
multiply and include -within the explicit curriculum- the production of text
and reading comprehension exercises, as I was convinced that the appropriation
of the educational content couldn’t be done without a form of written
elaboration. In this paper, I will discuss three of these activities: 1) tutorials
for group writings 2) exam preparation, and 3) class summary elaboration. All
of these three situations clearly include reviewing times for the student's
written production, during which, as a teacher, I speak from the perspective of
an external reader that expects a text to be autonomously comprehensive, in
which the ideas are developed and organized in order to facilitate the task of
the reader.
Tutorials for group
writings
The monograph is a form of evaluation
that has recently taken off in college. However, the term monograph
designates no clearly defined textual form. It has been observed that there is
no consensus about what a teacher expects of a monograph, that it is something
between an exposition and an argumentation, and that there are no guidelines on
how to write one for the students, who in turn write it following their own
idea of the task. On the other hand, it clearly differs from a written exam in
a classroom, due to its longest extent and to the fact that it allows the
students to consult bibliography as they write it.
The activity of
writing-discussing-and-rewriting that I organize has the intention of guiding
students in the production of texts, and to assist them in the difficulties
encountered, and to clarify that producing a text is a process that is framed
in a rhetorical context. It also offers an alternative to the usual experience
of having to write a piece and receive a note and evaluation only at the end of
the semester.
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