The critical commentary of journalistic texts in Baccalaureate: a discursive analysis before and after the pandemic

This research belongs to the Ministerial Proyect I+D+i "Epistemic Innovation of argumentative commentary of multimodal text model in the Spanish mother language and foreign (IARCO)" and offers a comparative study about discursive quality evidences in a textual practice of personal critic commentary by two groups of students of Second Course of Baccalaureate in a Secondary School in Murcia, one of them is in a presential context before COVID-19, and the other one in a semi-presential context after plans of lockdown. The article's author analyse these commentaries in a discursive perspective about reading interpretation and writing brief argumentative ideas with rubrics related to communicative and argumentative competences, and with ethnographic observations registered in her field diary as teacher responsible of its didactics. The results of the study reveal a high curricular deterioration at present, which relates to formative limitations (little interaction to reason dialogically in a group, previous curricular gaps), instrumental (lack of digital skills and online educational resources) and emotional (stress and demotivation by learning).