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Item type:Publication, Unpacking argumentation: Identity and epistemic tensions in higher education(Pontificia Universidad Javeriana, 2024-01-01)This study unpacks three central literacy practices in argumentative writing within Higher Education: the formulation of a stance, the search for reliable bibliographic sources, and the development of argumentative frameworks. Theoretically, it is situated within academic literacies and recent studies in Latin America that adopt a sociocultural, critical, and social justice approach, understanding writing as a social practice. Methodologically, this ethnographic research follows a comparative trajectory of eight students in a university course on argumentative writing, based on cyclical conversations about their progress, a critical analysis of these conversations, and a review of institutional documents. The results conclude that students strive to produce writing that aligns with an objectivist vision of knowledge that is reproduced and promoted in higher education. This institutional proposal relegates their personal voices to the background and encourages “administrative-academic” identities focused on the collection and management of “reliable sources” and the development of argumentative frameworks that operationalize epistemic production in these literacy spaces. Thus, the research contributes to the questioning of literacies that from social justice, which have become established as hegemonic practices in higher education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Las habilidades de argumentación escrita en estudiantes peruanos de segundo grado de educación secundaria(2024-11-19)La capacidad de argumentar sobre temas controversiales es crucial para construir una sociedad democrática. Cada persona tiene puntos de vista propios y, para llegar a acuerdos, es importante que las personas desarrollen habilidades como asumir una postura propia, justificar sus puntos de vista, contraargumentar, negociar, con el fin de alcanzar una convivencia social. Además, la argumentación desarrolla el pensamiento crítico, ya que promueve procesos metacognitivos que contribuyen a la construcción de nuevos conocimientos. A pesar de su relevancia educativa, poco se sabe sobre el desempeño de los estudiantes peruanos en términos de sus capacidades. Por lo tanto, resulta pertinente analizar el desarrollo de las habilidades de argumentación escrita en estos estudiantes, considerando las variables socioeducativas que puedan predecir su desempeño. Para ello, se analizaron 444 textos argumentativos elaborados por estudiantes de segundo grado año de educación secundario, que participaron en la Evaluación Muestral implementada por el Ministerio de Educación. Los resultados han mostrado que, en el proceso de justificación de argumentos, la mayoría de los estudiantes adoptó una posición clara y coherente sobre un tema en controversia (88 %), y la justificaron con al menos dos razones principales (69.5 %) estableciendo una conexión lógica entre razones y postura (68 %). Sin embargo, 52 % de los estudiantes presentó limitaciones para producir justificaciones que sustentaran la razón principal, pues no lograron desarrollarla mediante razones subordinadas. Otro resultado del estudio revela la dificultad en los estudiantes para establecer una estructura argumentativa dialógica que anticipe contraargumentos o incluya posiciones contrarias, pues sólo el 16 % desarrolló esta tarea. Además, se concluye que la variable socioeconómica predice el rendimiento en escritura argumentativa. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Academic Writing of Graduate Students of International Relations in Perú: Social Representations and Literacy Practices(Universidad Catolica Silva Henriquez, 2023-01-01)This article analyzes and interprets the representations and practices of university academic writing in a postgraduate program at a Peruvian public institution. Methodologically, this is mixed research. Fifteen students of a master’s program in International Relations were interviewed and a questionnaire was applied. The results show that the academic is represented mainly associated with cognitive skills and normativist patterns. Among the practices, it is found that they follow routines, outlines and reading strategies to guide their writing. The article concludes that students reproduce and value the conventions and traditions of the standard variety for the professional image they project, without taking advantage of the potential of critical literacy. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The use of AI in classroom-based college writing courses: a case experience(Universidad Cientifica del Sur, 2025-01-30)Artificial intelligence (AI) is making inroads into academia, transforming the dynamics of higher education. This study aims to describe the integration of AI in college writing and research in the classroom. To this end, a case study was proposed where the use of AI tools was implemented in expository and argumentative writing courses, and a qualitative methodology was adopted to detail the planning and implementation phases. The results, obtained from a questionnaire applied to students at a particular Peruvian university, reveal positive perceptions towards the assistance of AI in improving their writing skills. The paper concludes that the incorporation of AI in university academic writing courses is feasible and beneficial for the development of communicative competencies.1