Resumo

MORA-MONROY, Gloria Esperanza  e  FUERTE-BLANCO, Miguel Ángel. Estrategias tutoriales para la argumentación escrita en educación superior. Enunciación [online]. 2021, vol.26, n.2, pp.172-187. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.17776.

This article aims to identify and systematize the strategies used by tutors for the development of written argumentation in students from different study programs in literacy leveling courses at Universidad Nacional de Colombia. This research is conducted from an approach based on Grounded Theory. Data collection was performed through recordings of tutoring and discussion sessions carried out with tutors during 2018 to reflect on their own performance. Strategies mostly involving cognitive scaffolding are identified as the main results, as well as instruction strategies to a lesser extent. Those strategies are classified into three groups depending on the tutor’s purpose: awareness of the controversial nature of argumentation, formulation of a thesis, and search for appropriate arguments in relation to the thesis.

Palavras-chave : tutoring; tutoring strategies; written argument; higher education.

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