Didactic Sequence: a model for the development of written expression

Abstract

In this study, the didactic sequence model was implemented for the development of a written composition activity, to promote the adequate writing of texts. The objective of the study is to analyze the competencies in writing skills based on the writing of an essay under the planning of the didactic sequence. The activity was carried out in the Spanish II course at the Escuela Agrícola Panamericana Zamorano, merging two academic areas. A phase of documentation, text modeling, peer review and textualization was carried out for the final presentation. The activity that had the greatest impact on the final presentation of the text was the peer review, which facilitated the review by the teacher and significantly improved the writing of the text, allowing awareness at the time of writing. The students were able to identify errors in spelling, accentuation, grammar, as well as in textual coherence and cohesion. The didactic sequence model helped significantly to carry out the writing process in a better way, allowing good writing and better presentation of works, making students develop metacognition competencies, which are those that enable the strengthening of written expression skills.