The various authors and educators agree
that when students enter college, they are expected adequate levels of
comprehension and production of written work good. However, we find that
the largest deficits of those arriving are poor comprehension of academic
writing style that is categorical conceptual content and composition of essays
and argumentative character, also in their work difficulty degree of
inferential construct texts. Students have serious difficulties in
understanding a scientific text and serious problems to organize information in
writing; little easier to identify main ideas and hidden
information; problems to argue, find, organize and select information.
The need to attract skilled readers and
producers of texts has focused on the task of encouraging students written on
teaching and learning situations or in other cases to states to develop general
policies through projects such as the National Writing composition Project
(NWP) in the U.S. Most teachers emphasize scriptural activities test type in
the literature search, performing highlights. However, evaluation systems
emphasize more the difficulties presented by the writings that form part of the
work that they assign their students, which provide guiding elements for
processing.
These difficulties of college students
may be linked to factors such as poor scriptural atmosphere surrounding the
young, the small Impute reader, i.e. a low threshold of reading and
assimilation of favourable skills to assignment writing; the few
opportunities they have had to work with a variety of texts in other levels of
education, and the prevalence of deeds of oral and descriptive of analytical
writings, which are regulated by operations of complex thought and functions of
symbolization. Reference is made here to the possibility of thinking in
terms of categories and relations of categories as well as to develop a writing
analytical nature.
The textualizante writing is one in
which the written productions reflect a greater degree of respect for the
standards of the contextualization of academic record: adequacy, consistency
and correctness. The writings in this group are those that are considered a
single reading, which can be read in one sitting. The naive writing is one that
forces the reader to re-read, to understand the meaning. The thematic
development is relatively clear with relevant information and a degree of
semantic structure, but the relationship with the language rules is hesitant.
It is a poorly controlled writing, no reviews. The writing is copious texts
that have a degree of 'disorder' greater than in previous styles; structures
become more complex and gradually dissipate.
The script adds chaotic marked
difficulties adapting. The 'disorder' progresses, the disruption caused by the
accumulation of failures discourage the reader and can cause the abandonment of
reading. A real effort to advance the construction of meaning is necessary in
complex structures, information recharged. Al disorder failures content
correction and adjustment added. The poor essay writing is the very script
writers who demonstrate a lack of experience on the job training. The reader
(even teachers) fails to understand a careful reading and generally to ask for
explanations, need to talk with authors to fill gaps in writing. They are texts
with marked interference of oral forms corresponding to early schooling.
Insufficient writing is that which the authors just write a sentence; therefore
are indescribable as the "void" will prevent any type of evaluation
or analysis. The author can only formulate hypotheses concerning the powers of
the subject, with his lack of training; and in other cases, the conditions of
production, which may eventually create negative attitudes; for example, the
subject resists or refuses to write.
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