Student Discourse Competence in Academic Argumentative Text Production: The Case of the Universidad Nacional Autónoma de Honduras-UNAH

Abstract

Objective: This study aims to unveil the competence in the production of argumentative written texts among first-year students at the Universidad Nacional Autónoma de Honduras-UNAH during the first academic term of 2018.

Originality/Contribution: The relevance of this article lies in the need to develop a strategic program that promotes academic literacy from the early stages of Higher Education, enabling students to autonomously continue their qualification process. Additionally, this research seeks to contribute to improving the quality of Higher Education, initially focusing on the learning spaces within the Department of Letters and, in the long run, extending to other academic areas.

Method: This study adopts an interpretive paradigm with a qualitative approach and employs intentional sampling. To achieve the objectives, the analysis and interpretation of the microstructure, superstructure, and macrostructure of the participants' textual production were conducted.

Data Collection Strategies: Applied Design: action research, through which a corpus of 150 argumentative essays written by fifty students was compiled. From this corpus, 30 relevant essays were selected. Discourse analysis served as the technique for analyzing and interpreting the written texts.

Conclusion: Students do not demonstrate competence in producing academic argumentative texts. Their writings exhibit limitations, although they also demonstrate significant potential.