Approach to punctuation marks from an epistemic perspective
The comparative analysis between the conceptions and uses of punctuation used by students makes possible to understand why the acquired knowledge about its rules in the educational field is not reflected in their textual practices. In this way, this paper aims to become an exhortation to rethink the...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2017
- Institución:
- Universidad Antonio Nariño
- Repositorio:
- Repositorio UAN
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uan.edu.co:123456789/10853
- Acceso en línea:
- https://revistas.uan.edu.co/index.php/papeles/article/view/467
https://repositorio.uan.edu.co/handle/123456789/10853
- Palabra clave:
- signos de puntuación
escritura
procesos cognoscitivos
concepciones
educación
punctuation marks
writing
cognitive processes
perceptions
education
- Rights
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0
| Summary: | The comparative analysis between the conceptions and uses of punctuation used by students makes possible to understand why the acquired knowledge about its rules in the educational field is not reflected in their textual practices. In this way, this paper aims to become an exhortation to rethink the elements that permeate the writing processes according to the punctuation marks in order to enable a strengthening in them; thus it is an epistemic recognition of relation among thinking, writing and punctuation. For this, a case study was carried out with 10th grade students from Colombo Florida Bilingual School, which allowed it to account for the phenomenon presented here. |
|---|