La construcción discursiva de la intertextualidad en el género proyecto de grado: una situación de escritura en las disciplinas

Abstract

This doctoral thesis analyzes the process of foundation and application of a didactic sequence (DS), focusing on teaching/learning of intertextuality construction, to research-project genre. The proposal is framed within education disciplinal-activities of a course in the Program of Planning and Social Development at a Colombian public university. The end product of the aforementioned course is the writing of final paper or research project in order to finish the degree. Based on the approaches Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID), contributions of DS development to discursive and language learning of intertextuality will be studied. The methodological approach complies with principles of Participatory Action Research, work with DS, and cases study. All this circumscribed within qualitative and interpretative research process. This study is divided in three parts. Firstly, theoretical and conceptual framework is structured associating theories underlying WAC and WID approaches, socio-constructivist theory, activity theory, discursive genres, language teaching, as well as some principles of functional linguistics and new rhetoric. During the second stage, it is developed the early phase of research related to characterize the ways intertextuality is structured and its main difficulties in some Program students’ research proposals. Finally, data analysis, and results of DS application are shown. In brief, this thesis provides evidence in favor of applying didactic sequence for learning required linguistic content in order to structure a genre. Findings indicate that joint work between subject area and native language teachers, and following SD rules such as incorporating formative assessments, generating metalinguistic activity, developing writing divided into stages, and interacting with genres in situated activities, contribute to regulate teaching/learning processes of writing. In this respect, contrastive analysis of DS written text demonstrates positive changes as inserting resources in order to interact their own voice with other voices, as structuring genre. In summary, the research contributes to forge the identity of students as a writers of a discipline of field of study. Thus, it also contributes to development of writing epistemic-potential.

Date of Award	22 Oct 2020
Original language	Spanish
Supervisor	Anna Cros Alavedra (Director)