Abstract

MOLINA, María Elena. Prácticas de enseñanza que entraman escritura con contenidos: perspectivas de alumnos universitarios de dos disciplinas. Propuesta educativa (Online) [online]. 2018, n.49, pp.61-72. ISSN 1995-7785.

This article focuses on teaching practices that intertwine writing and disciplinary contents. Particularly, we systematize points of views from university students of Linguistics and Biology regarding the teaching conditions that allowed such interrelation: writing assignments proposed by their teachers. In the framework of a naturalist teaching research configured as a multiple case study, we analyzed 25 interviews with students following connecting and contextualizing strategies until reaching a saturation criterion. With nuances in each case, the analysis of these interviews shows that students positively value writing assignments that enable them to participate in their disciplinary communities that serve them to reflect on the topics in study and to interact with their teachers and peers. They also questioned the exhaustiveness of the comments received, the theoretical and organizational difficulties faced and the shortage of opportunities to share their writings.

Keywords : Teaching conditions; Writing assignments; Linguistics; Biology; Students’ experiences.

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