State of the art of research on didactics of written language in argumentative texts

Abstract

This article determines its purposes in the research advances of studies related to the didactics of written language in argumentative texts from the cognitive approach, whose methodology corresponds to the phases of documentary research. The first phase, the initial one, determines the problem (didactics of the written language of argumentative texts), ten studies type scientific articles and theses were required. The second phase is the analytical one, with five categories of analysis, the studies at the Latin American level in didactics of the written language and in writing, cognitive approach, the time interval from 2011 to date stand out. The third phase, the final, presents the main findings. In the first category, the common theoretical elements of the investigations belong to didactics of the written language, argumentative written production, cognitive approach. Also, in direct observation techniques, diagnosis, questionnaires, academic illiteracy, and the processes of planning, writing and textual revision. In the second category, Cognitive Approach, there are no studies in Nicaragua, those detected are foreign didactic proposals, some were applied. These emphasize teacher training in written expression, by focusing on writing and reading. Finally, the gaps highlighted in the documentary review are presented, such as the limited study in the textual writing processes to argue, ICT as support tools, academic illiteracy and the lack of didactic proposals with a Cognitive Approach in text studies argumentative to improve written expression.