Abstract

CAMPOS FERNANDEZ, Érika. Towards a comprehensive didactics of written argumentation. Letras [online]. 2012, vol.54, n.86, pp.99-110. ISSN 0459-1283.

This study aimed at analyzing the aspects that must be taken into account when proposing a comprehensive didactics of written argumentation, especially for students in the last three years of primary school (4°, 5° and 6°). This work derives from a research study on the argumentative textual competence developed in the course of doctoral studies in Discourse Pedagogy at the Instituto Pedagógico de Caracas. The study was conducted on the basis of two stages: the review of the notion of argumentation following different theoretical proposals (Perelman and Olbrechts-Tyteca, 1989; Ceballos, Correa and Rodrigo, 2003; van Eemeren and Grootendorst, 2006 and Toulmin, 2007), and the examination of the comprehensive pedagogical model of Fraca (2003). A multidimensional model that emphasizes the development of competences, and of conditions for the teaching of spoken and written language, is therefore proposed as an approach towards a didactics of argumentation.

Keywords : argumentation; writing; didactics; comprehensive pedagogical model.