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Revista signos

On-line version ISSN 0718-0934

Abstract

ROJAS GARCIA, Ilene; OLAVE ARIAS, Giohanny  and  CISNEROS ESTUPINAN, Mireya. Academic literacy and discourse gender pedagogy in Systemic Functional Linguistics: A classroom experience. Rev. signos [online]. 2016, vol.49, suppl.1, pp.224-246. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342016000400011.

We analyzed a classroom experience to teach academic reading and writing. The experience was oriented towards the development of the argumentative competence through opinion texts. The theoretical and methodological framework we have adopted is that of Genre Pedagogy, derived from the Systemic Functional Linguistics. This framework is based on  discourse genres, that is, it favors joint work, and conceives the teacher as a mediator. During the intervention process, we took into consideration prior knowledge, social meaning of the text, the delimitation of the field, tenor and mode, and the analysis of the forms of language in the communicative event. From this analysis, many problems in students' reading and writing level were evidenced. They are: the deficiency in prior knowledge, analysis/synthesis tension, the analysis transferability, the argumentative dimension of the commentary genre, the length of the texts, and the management of sources and the construction of the other. Thus, we conclude that the introduction of sociopolitical issues textually presented are important for the planning of teaching programs as long as they lead to the education of citizens having the right to speak from a plurality of points of view, democratic participation, and the coexistence in dissent in written texts.

Keywords : Critical reading; academic writing; communicative competences; professional training.

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