El contrato didáctico y la regulación de la escritura en el aula universitaria

Abstract

The interest in making changes in practices of both reading and writing at university level has encouraged me to develop a series of interventions with students of Universidad del Valle. This has resulted into two academic proposals to work on the processes of reading and writing with an epistemic function. Moreover, between 2011 and 2015, I conducted a research study in a university classroom which purpose aimed to analyze both the didactic contract with metacognitive approach, and the characteristics of the regulation process among students in collaborative writing of an argumentative text. Finally, this research study provided me all the relevant information to write this article about how a socially shared writing task facilitates and promotes among students self-regulation in learning process, and consequently benefits their autonomy in the processes of reading and writing.