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vol.33 número48REFORMA EDUCATIVA Y TEORÍA DE LA ARGUMENTACIÓNLa Metacognición: Las diferentes vertientes de una Teoría índice de autoresíndice de materiabúsqueda de artículos
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Revista signos

versión On-line ISSN 0718-0934

Resumen

CORDERO, Marcela. El componente 'tesis' en los textos argumentativos escolares. Rev. signos [online]. 2000, vol.33, n.48, pp.87-96. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342000004800007.

The aim of this article is to analyse in qualitative terms the problems facing a group of students when they make an argumentative thesis. The sample consists of 60 texts written by students at three levels in public and subsidised schools, in two cities in Chile ­ Valparaiso and Viña del Mar. For the analysis, a list was made to be used as a paramater for evaluating the most comon mistakes that occur in the compositions analysed. It was called "anomalous thesis". The results indicate that the students develop their theses in an ambiguous or unsuccessful manner, because their opinions do not always agree with the demands imposed by the rhetoric context of the school. An important distinction between opinion (of cognitive origin) and thesis (of textual origin) arises from this article, in an attempt to determine whether the theses analysed can really be considered argumentative theses.

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