Descripción de la competencia de producción textual escrita argumentativa en estudiantes de los grados decimo y undécimo del Instituto Arquidiocesano San Francisco de Asís con base en la teoría de Beaugrande-dressler y Toulmin.

Abstract

Oral production is a sign learning process which not only emphasises regarding to order paragraphs or sentences but also it underlines the necessity of understanding what the speaker says like a real communicative act. in other words, the ability to link and share a determined social group feeling, idea, thought or idiosyncrasy based on the relevance of the orthographic elements (quotation marks, stress, etc), the syntactic elements and the morphosyntactic elements when they are exposed in an accurate way. These elements are achieved during academic phases closely related to linguistic interchanges with the environment. In this sense, the present research was focused on the development of argumentative writing production in a high school, specifically in ninth, tenth and eleventh grade pupils. It was observed that the application of different strategies could improve students argumentative writing and it gave them practical tools to expose properly feelings, believes, emotions, imagination and creativity at the same time. Furthermore, they could afford a critical perspective in relationship with the type of texts they wanted to write about which was something extraordinary good to this research purpose. The development of critical thinking in basic and medium scales allowed students to reflect beyond their reality, they started writing about what they observed in their entourage, they could propose alternative solutions for real and hypothetical situations. Finally, this research proved pupils the importance of assuming reflection as a significative tool to form critical citizens able to solve simple or complex problems using the argumentative writing production.