Objective:

This article aims at the proposal of some developing procedures to favor the written construction of academic text in English for medical purpose during the pre-professional medical practice.

Methods:

In the first semester of the 2018-2019 academic course, a diagnosis was made on a sample corresponding to the total number of 4thyear medical students. Data was collected using the observation method to English for medical purposes lessons, the student’s performance in the developing of their written communication and through the review of the major legal documents.

Result:

Some procedures are offered for the written construction of academic texts in English for medical purposes, that privilege the relationship between the affective and the cognitive, the unity between the instructive, educational and the developer learning in a teaching-learning process that enables, in a conscious, creative way and with different levels of complexity, the individualized and/or paired solution of problems when writing in English for medical purposes during the pre-professional medical praxis according to diversity.

Conclusion:

The planning of developing didactic actions that enable a cognitive-affective-motivational projection of the referred process, its individualized and/or peer contextualization in the construction of academic texts in English during the pre-professional medical praxis, mediated by a systematic metacognitive analysis of the effectiveness of their own developed process and of an active participation in the cooperation that take place in class, constitutes a tool that favors the written construction of academic texts in English for medical purposes.

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