Recursos didácticos para la estimulación de estrategias metacognitivas en la escritura académica

Authors

DOI:

https://doi.org/10.32870/dse.vi23.836

Abstract

The purpose of this essay is to support teaching resources for stimulation of metacognitive strategies in academic writing. From an analytical-interpretive perspective were typified the predominant trends in the insufficiencies of the academic texts analyzed: linguistic-communicative insufficiencies and non-observance of the publication norms and the formal structure; these insufficiencies are the object of reflection from a theoretical perspective that articulates references from the language sciences the teaching of textual construction and the practices of editorial processes. In conclusion, the article subscribes to the importance of research on scientific literature, offers methodological recommendations and supports didactic resources for self-revision of the academic text as a practice for the exercise of conscious and critical thinking in the scientific education of university students.

Downloads

Download data is not yet available.

Author Biography

Martha María Ávila-Rodríguez, Universidad de Ciego de Ávila Máximo Gómez Báez

Doctora en Ciencias Pedagógicas. Línea de investigación: desarrollo de competencias informacionales en los docentes. Universidad de Ciego de Ávila Máximo Gómez Báez. Cuba.

Downloads

Published

2021-06-30

Issue

No. 23 (12): Reading and writing practices. Subjects, materialities, literacities. July-December 2021

Section

Main topic

License

Once a manuscript is accepted for publication in the journal, its author(s) must sign a letter transferring the editorial rights to the University of Guadalajara for the editing, publication and dissemination of the paper. After being notified of its publication, the author(s) will be sent a letter of transfer of rights which must be signed and sent back to the journal’s editor.