El texto argumentativo en inglés: Hacia un mejoramiento de la producción escrita en estudiantes universitarios
The present work deals, from the perspective of F. van Eemeren and R. Grootendorst's Pragmadialectical Theory, with the analysis and evaluation of the argumentative text in English, in particular of its argumentative phase, written by university students. This article is based on a major resear...
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| Autor principal: | |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Instituto de Lingüística, Facultad de Filosofía y Letras, Universidad Nacional de Cuyo
2014
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/analeslinguistica/article/view/6344 |
| Sumario: | The present work deals, from the perspective of F. van Eemeren and R. Grootendorst's Pragmadialectical Theory, with the analysis and evaluation of the argumentative text in English, in particular of its argumentative phase, written by university students. This article is based on a major research conducted by the author which shows that many university students of English do not use all types of points of view, arguments or argumentative schemes in the same proportion;there are preferences for some over the others in number and frequency. The analysis and evaluation of the texts were done by means of the author's lntegrated Proposal, which uses elements from each of the aforementioned theories and puts emphasis on the relation established between the view point and the arguments supporting it (argumentative scheme) and on the graphical representation of the structure of the argumentative phase itself by means of schemes. The aim of this work is to contribute to a realization of these findings in arder to promete their teaching and their use by the students following the careers of profesorados and licenciatura in English given that arguing, either in writing or in speech, is an aclivity they will carry out at any of the spaces in which they will perform their professional activities. This realization of the situation will allow the design and development of activities to promete the use of those points of view,arguments and argumentativa schemes which are less frequently chosen. |
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