Resumo

NUNEZ CORTES, Juan Antonio. Las tutorías de escritura académica: estrategias didácticas de una tutora novel. Enunciación [online]. 2020, vol.25, n.2, pp.176-190. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.16563.

Writing tutorials are an academic literacy initiative in many universities around the world and in recent years they have proliferated in universities in the Hispanic field in general through writing centers or other programs or projects for teaching academic writing. The present work aims to account for the type of didactic strategies that the new tutors put into practice during the tutorials. To this end, through qualitative research, a content analysis of the transcripts of four audio-recorded tutorials has been carried out. The analyzed texts were obtained from four tutorials offered by a 4th career tutor to students recently entered the university. The strategies have been classified into three types: instructional, cognitive and motivational. The results show a predominance of cognitive strategies, although the most used sequence of strategies (reading aloud from the tutor – question – solution of the error – explanation – praise) shows a trend towards a tutoring model focused on the tutor and the text product. This shows the importance of a modeled training of the tutors from the reflection on what has been done in external and own tutorials, apart from the explicit instruction on the didactics of the writing process and the academic discursive genres. Discussing these strategies can also be useful in peer review activities for the same course and in academic tutoring between university professors and students.

Palavras-chave : writing; tutoring; university.

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