Aproximación a los géneros discursivos académicosAprendizaje y coevaluación de la escritura a través de un diario de sesiones

Abstract

With an appropriate methodology, certain writing assignments can relate to communicative and linguistic training. In this paper we study, with first grade students of Education, one collaborative writing experience raised from the perspective of Oriented Learning Assessment (OLA). College students can get through this three benefits: improving the skills involved in academic writing, habituation to the review stage in the process of writing and awareness, by students, of the importance of active participation in their assessment, both as a enhancer of evaluated learning and to generate the development of new learning involved, such as those having to do with the competence to assess productions of others. This is particularly significant in higher education in the case of teacher training, since it relates directly to one of the specific competences of the profession for which the Grade enable our students. The methodology shows it with an Action Research design; in a first phase, we focus in students’ textual revisions and messages by Content Analysis.