Systematic review of writing practices in the Colombian educational context

Abstract

Writing is a central practice advanced in the different areas and situations of the educational environment. This article identifies the writing practices adopted by teachers in their pedagogical praxis. This systematic review is qualitative with a descriptive scope and content analysis (CA) is used in the review of the documents received. The results show that writing plays a fundamental role in the various levels of academic training and its mastery represents an effective incursion into academic discursive genres. A deficit in this skill excludes students from a quality education and, in some situations, this generates student desertion and unequal training. It is concluded that textual production is conceived as a continuous process that has three moments: planning, writing and revision. From these stages, students are expected to learn to communicate according to their personal and academic needs.