ENSEÑANZA DE LA ESCRITURA ACADÉMICA CON BASE EN EL ANÁLISIS DE GÉNERO: DEL RESUMEN A LA TESIS *

Abstract

Academic discourse has been extensively investigated in recent years. It has been studied in different languages, cultures, disciplines and genres. Results show that there are linguistic, cultural, disciplinary and generic differences. Therefore, it is recommended to consider these differences when teaching writing. It implies to situate teaching within the context: language, discipline and gender to be taught. However, there are programs to teach academic that do not consider those differences. Students and specialists of different disciplines often participate in the same writing course. Frequently those programs teach discourse without considering the generic characteristics (gender). Therefore, this paper attempts, on the one hand, to reflect on the need of teaching writing within a context and, on the other, propose some strategies to teaching writing considering differences mentioned above, based on scientific evidence and on the experience of the Dental School, Universidad de Los Andes, Venezuela. It is recommended to support teaching on gender analysis and corpus analysis; to use in class available specialized corpora and self-compiled corpora; to write authentic genres, those produced and consumed in the scientific community, with communicative purposes and real audience.