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RESEARCH PRODUCT

Teaching How to Write Essays in Secondary Education: Didactic Sequences Analysis

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description

[EN] The development of the writing expression competence, and in particular, the argumentative competence has awoken interest among the different educational levels. The essay has been studied from different pers-pectives in Secondary Education, however there are not any studies on how books teach the writing process at this level, where the mini-essay format is actually worked on more. Therefore, the main objective of this paper is to learn more about the examples of didactic sequences to teach how to write essays/mini-essays in textbooks of third and fourth year of Secondary Education. The methodology applied is the analysis of the qualitative content and the gathering of information from the 24 scholar books analyzed, which is made through two main categories: the discourse genre and the models of text production. The results show the close relationship between argumentation and essay. There is an alternation of activities focused on writing as a product and as a process. Likewise, the absence of the use of reading guides, rubrics, reference to writing as a situated activity and collaborative writing and peer review activities stands out. For this reason, it is considered necessary to develop didactic sequences that contemplate the complexity of this genre.