La inserción de la escritura como herramienta epistemológica en la asignatura narrativa Latinoamericana I de la Carrera de Lengua, Literatura y Lenguajes Audiovisuales de la Universidad de Cuenca

Abstract

Both socially and academically, it is believed that literature students should know how to write better than an average college student. The average number of graduates by thesis in the career, however, is as low as in other technical careers. It seems that the problem of reading and writing from primary education is not solved even after completing college. Do teachers in literature engage writing as conventionally believed? It is shared knowledge that not every professor should teach writing in their careers, which is a misconception. Moreover, the teaching of academic writing has been relegated to certain teachers belonging to the first semesters. In this paper, we explore the possibility of inserting writing so that teachers can use it as a learning tool for students and not only as an evaluation technique. Therefore, in a narrative subject belonging to third year of the career literature at the University of Cuenca, we develop some programs that will insert writing as an epistemological tool in each unit of the syllabus. To analyze these activities, we rely on the guidelines developed by Paula Carlino, Argentina researcher and educator.