Teaching writing through discourse genres

Résumé

The research on the cognitive processes involved in writing change teaching, which focused attention on planning, textualization, and revision. For their part, the sociocultural approaches showed the importance of discursive activity “situated” in a series of communicative and cultural conditions that give rise to discursive genres. The teaching of writing, from this perspective, seeks that students learn to participate in the discursive practices of the different spheres of social activity. In this chapter, we show how the teaching of writing has been incorporating genres (genre-based writing) from different approaches. Thus, we analyze the proposals in L1 for primary school, secondary school, and university methodologically framed in didactic sequences, which guide the student’s learning on an activity whose linguistic and textual characteristics are conditioned by a specific communicative purpose.