Recursos didácticos para la estimulación de estrategias metacognitivas en la escritura académica

Abstract

The purpose of this essay is to support teaching resources for stimulation of metacognitive strategies in academic writing. From an analytical-interpretive perspective were typified the predominant trends in the insufficiencies of the academic texts analyzed: linguistic-communicative insufficiencies and non-observance of the publication norms and the formal structure; these insufficiencies are the object of reflection from a theoretical perspective that articulates references from the language sciences the teaching of textual construction and the practices of editorial processes. In conclusion, the article subscribes to the importance of research on scientific literature, offers methodological recommendations and supports didactic resources for self-revision of the academic text as a practice for the exercise of conscious and critical thinking in the scientific education of university students.