Resumo

LARA VILLANUEVA, Rosemary Selene; MORENO OLIVOS, Tiburcio  e  DE FUENTES MARTINEZ, Alejandro. The written argumentation and the collaborative writing strategy in the higher education curriculum. Universidad y Sociedad [online]. 2022, vol.14, n.4, pp. 521-530.  Epub 30-Ago-2022. ISSN 2218-3620.

There is a general belief on behalf of higher education teachers that their students have the necessary writing skills to produce academic texts and that they do not require training or help during this particular academic process. This represents a risky assumption that limits the approach of pedagogical practices which involve the development of didactic strategies. The difficulties students have in these circumstances are analyzed, it is explained how written argumentation can be developed from collaborative writing strategies to achieve positive results that support the production of academic texts and it is given a theoretical explanation of collaborative writing in learning contexts as a sociocultural model. Some research results and educational experiences on collaborative writing and written argumentation are also presented. It is concluded that the academic writing experiences of higher education students are relevant to achieve professional success and that the furtherance of communicative and collaborative skills must be implemented from the curriculum, so that these skills can be developed during the teaching-learning process in all subjects, as a cross axis, beyond the teaching of a specific course on academic writing.

Palavras-chave : Written argumentation; collaborative writing; didactic strategies; curriculum; higher education.

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