Scriptural processes within the framework of the teaching-learning processes. Make writing a habit

Abstract

This writing is born from the investigation and reflection of the teaching task, finding discursive practices with little intellectual production where methodological strategies abound that are applied in class, but the records that are made of them are scarce.

In this way, the interventions of the teacher are developed more from the anecdotal than from their own productions and it is believed that this is an arduous task that requires special skills and techniques that not all of us have, however, we intend to show in this written, that writing is available to everyone and is not just a matter of spelling and grammar.

Strategies are proposed to solve some of the difficulties that students manifest to have at the time of writing, emphasizing that this exercise requires a planning and a method and is developed through three phases such as pre-writing, writing and the post-writing.

Likewise, some work tools are offered that facilitate the process and help solve problems of grammar, semantic precision and use of appropriate words, such as dictionaries of doubts, etymological and ideological dictionaries, among others.

It is important to understand that there are several types of writing from the creative and personal, to the functional and expository and each of them has different purposes and forms. In any case, it is recognized that the subject of the writing cannot be taken sporadically to fulfill the task; it is something that requires perseverance and habit to achieve good results.

Finally, the diary, the notebook and the autobiography are recognized, as some of the tools with which one can venture to write and emphasis is placed on the essay given that it is one of the most frequent forms of writing in the processes of teaching-learning.