Intervención educativa para fomentar la redacción de reseñas en el bachillerato

Abstract

This article presents the in-class experience with individual advising offered to adolescent students at the high school level in order to write summaries of literary texts. The proposal considers the perspectives of intentionality in performance and standards of textuality. The activities allow the appreciation of ways in which the students consider and use resources of textualization and try to resolve difficulties in order to use the required genre, as well as to incorporate and refer to contents in the summarized text. The methodological design included the feedback interaction, the reaching of agreements about the type of text required, the revision of one's own texts as well as those by others, and thoughtful decisions to write an improved final draft. The representative examples of the texts enable us to appreciate and evaluate the results of this experience and create a general descriptive characterization of performance and intentionality in writing.