WRITTEN ARGUMENTATION AND THE COLLABORATIVE WRITING STRATEGY IN THE HIGHER EDUCATION CURRICULUM

There is a generalized belief on the part of higher education teachers that their students enter with the necessary writing skills to produce academic texts and that they do not require accompaniment or help during this academic process. This represents a risky assumption that limits the approach of pedagogical practices that involve the development of didactic strategies. The difficulties presented by students in these circumstances are analyzed, it is explained how written argumentation can be developed from collaborative writing strategies to achieve positive results that favor the production of academic texts, and a theoretical explanation of collaborative writing in learning as a sociocultural model is provided. Some research results and educational experiences on collaborative writing and written argumentation are also presented. It is concluded that the academic writing experiences of higher education students are relevant to achieve professional success and that the promotion of communicative and collaborative competencies should be implemented from the curriculum, so that these skills can be developed during the teaching-learning process in all subjects, as a transversal axis, beyond the teaching of a course on academic writing.