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Academic Helpers

Academic Helpers

Academic reading and writing as a socio-cultural practice are one of the most important learning for the human being to participate in the different discursive disciplines, and in turn, can be expressed with basis and arguments in any subject that is being developed within society. One of the first experiences that have in terms of reading and writing begins in the first cycle of primary education, where you enter the domain of written language, laying the groundwork for ownership and projecting some skills to learn to read and write. These competencies are developed in the second cycle of primary school and extended in secondary and diversified education, in which both the previously acquired knowledge and the construction of knowledge from reading and writing must be consolidated, implementing self-management strategies that facilitate the understanding of the texts.

However, the bad teaching pedagogies currently taught consider, among other things that a good reader is one who pronounces words appropriately, who makes prudent pauses through punctuation marks and who gives the reading an appropriate intonation, forgetting that reading is seeing beyond the lines, in other words, is interpreting the text. That when evaluating reading teachers usually focus their attention on aspects such as the correct realization of all the words that appear in the text, the speed and rhythm of the reading, implicitly they are promoting the student to focus on the printed matter and stop side obtaining the meaning. It is therefore common that when the child is asked to say what he remembers in order to assess his understanding, he recovers very little or almost nothing of the information. In higher education, students do not escape from this situation and are constantly challenged to acquire knowledge through reading, in which they can think, analyze and understand the information obtained, useful for their development educational and not just an accumulation of information. Academic literacy is the set of notions and strategies necessary to participate in the discursive culture of the disciplines, as well as in the activities of production and analysis of texts required to learn in higher education. Part of the conception that there is no unique way of reading and writing valid for all disciplinary areas, hence it is necessary to teach to do it in and for each of the subjects, because to learn a content is not enough to address it orally and level of thought but it is necessary to learn to read and write about it. Likewise it is of great importance to recognize the synergy that exists between thought and knowledge, and that it is through the reading that that knowledge is constructed, to assume a questioning attitude, that is manifested through arguments, that accepts what agrees with his vision and that rejects what moves away from his critical point of view, that is to say that he is an independent reader.

Research Carried It Out by Academic Writing Services UK:

In this same order of ideas, a large part of the academic activities that are carried out at the higher level, involve writing either in written work or in the performance of an exam, where most teachers consider that they are essential to the time of the approval of a subject or subject. From the point of view of the teacher, the writing is a task that is in charge, but that almost never is accompanied or supervised, the correction only stops in the superficial aspects and the goal is to place a qualification; that is, writing has become an object of evaluation. Therefore, the sanction and the punishment occur: make copies, learn by heart and compulsively. On the other hand, it is used to "Say knowledge", not to assume a personal and critical stance. This can lead to an insurmountable dissociation, of a diglossic nature, between the novice writer and the community of experts. For that reason, academic discourse can become a cryptic, closed discourse that the university does not care about teaching. Precisely on the previous paragraph, it is necessary to reflect. It is public knowledge that each disciplinary area has its own compilation of knowledge and that it is necessary to know how they are, what are the benefits and difficulties of each one and how they work, in order to facilitate the teaching-learning process, and from there the social responsibility that teachers have with our students, in which we must have an active, creative, supportive and critical participation throughout their educational development. This will be the work we must start in each of the subjects, that is, teach the discourse of each disciplinary area, since their knowledge will contribute to the learning and understanding of the concepts. In other words, in order to have knowledge of a subject, subject or disciplinary area, it is essential to learn to read and write, in order that they can produce their own texts, which will help them improve their met cognitive processes. Understanding the bibliography, then, consists of fulfilling these expectations of the university reading community. These demands, which seem natural in higher education, nevertheless require cognitive processes that new students do not have and that advanced students will not have if they have not been taught. For this reason, the disadvantages presented by most university students to analyze, interpret and produce academic texts in any subject, is one of the problems that most affect our higher education.

For everything mentioned in this essay and to try to solve this situation, teachers must internalize that reading and writing are a fundamental tool to influence and expand the knowledge of students, not to continue contributing to the current errors of memorization of a text, to pass an exam, or colloquially to get through during an evaluation. For this it is necessary to promote reading and writing among students, and implement simple strategies such as planning, writing and revising texts, since a true academic literacy is a continuous process and is obtained over time, assimilating and overcoming competences, in order to contribute to a better cognitive development, and thus to train them adequately, with their own criteria and that can cope with arguments both in everyday life and in professional life.