Diagnosis and perceptions of university students about the written production of exhibition texts

Abstract

It is clear that acquiring and developing written communication competence is more difficult than oral communication because it is a complex skill that requires a learning process, especially when it comes to academic writing. Research suggests that his weak dominance responds to linguistic and extralinguistic factors. The main objective of this article is to propose a teaching sequence based on collaborative peer learning for the development of written competence. The conduct of the research responds to a descriptive methodology and was carried out for three moments, namely: solitude of writing an exhibition essay to university students and their subsequent analysis; application of a questionnaire with questions regarding textual properties and collaborative learning and, finally, the presentation of a proposal for a didactic sequence based on collaborative learning to promote the development of writing. Documentary analysis of the texts produced shows that university students present serious difficulties in completing a writing task and, for this reason, the proposed teaching sequence may be ideal for overcoming these weaknesses.