The Theoretical Framework of Reading and Writing

University students are faced with different activities involving the reading and writing of discourses, absolutely necessary for the development of their academic work. These tasks require the students to expand, enhance, check, reformulate and gather new interdisciplinary knowledge, essential for their comprehensive education. The new university practices related to discourse and social communication often raise concerns and, in some cases, even frustration. Therefore, it is necessary to develop efficient strategies for the creation and production of texts that will allow students to respond to these new learning situations.

This theoretical framework in the training of reading and writing is based on disciplinary contributions resulted from the investigation in disciplines like linguistics, semiotics, pedagogy, psychology, and other fields of study of the processes of reading and writing. This paper offers university students a pedagogical alternative that will help them face a new academic reality that most of them are not familiar with – especially considering the variety of discourse types embodied in the language and particular conventions of each field of study.

From a theoretical point of view, this aspect is part of a perspective that connects pedagogy with language sciences. As for pedagogy, its fundaments are comprised in the socio-cognitive-constructivist model, formulated by authors like Vygotsky ad Ausubel. On the other hand, in regard to language sciences, we need to mention that the theory that guides this component highlights the socio-cognitive-discursive and interactive approach.